section two Operating a Gymnastics Business

Introduction An analogy is in order. Is it reasonable to suggest that a level 10 female gymnast who has trained Every person who opens a gymnastics school has a twenty hours a week on vault, bars, beam, and floor unique set of reasons for doing so. The desire to build should also be an expert on the pommel horse? a better mouse trap and/or dissatisfaction with exist- How about a NCAA ring specialist? Should he be ing programs seem to be common reasons for opening able to perform at a high level on balance beam? Of new gymnastics schools. Many coaches feel the need course not; it is all gymnastics but the skill sets do to exercise their own creativity and have more control not transfer. over the direction of their training program. Is it reasonable to suggest that a terrific gymnas- Over the past two decades, the gymnastics industry tics coach, a coach whose gymnasts have won many has grown tremendously. What was once a cottage state titles and who has sent several gymnasts to industry run largely by former athletes as a second job Nationals, should be able to open, run, and man- or a hobby has become a big industry where gym own- age a gymnastics business? Of course not; it is all ers are seeking to earn a comfortable income from a gymnastics but the skill sets do not transfer. primary business. Actually, it is not all gymnastics. Operating a Most gymnastics schools are owned by people who business is one thing while coaching gymnastics is are passionate about gymnastics and who have chalk another. The fundamental goal of a gymnastics busi- dust coursing through their lungs if not their veins. In ness is to make a profit and the means to make that many cases gymnastic businesses are opened by those profit is through teaching gymnastics. who have had some success as gymnastics coaches or Two things; Two skill sets. teachers. This is absolutely normal. But is it enough?

30 Best Practices for the Gymnastics Business Chapter five Personnel and Human Resources

Hiring staff these are created for any organization. Use them to help find the right people to hire and hold them ac- The heart of any great organization is the people countable for adhering to these principles. Oftentimes in that organization. Everything begins with the staff. gymnastics business owners hire the coach with the After an extensive hiring process, there is a reason that most skill and background in gymnastics; these people Disney spends five complete days training their employ- may have the skills of the job but not the personality ees before allowing them to meet the public. The staff and character needed to represent your organization that the client sees and deals with on a regular basis is or help you attain your business goals. The key is to the most important reflection of your business. Disney hire the personality and train that personality with the recognizes that the maintenance worker that walks skills of the job. A good staff will be an effective and around the park sweeping and picking up litter is the efficient team working together toward a common most visible front line employee and the one that needs objective. to know everything about dealing with customers, and trains them accordingly. • Honesty – The hallmark of character, honesty is Hiring the proper and correct staff is critical to a the core principle of any employment. successful gymnastics organization. Staff should be a • Respect – Respect must be unconditional. Never reflection of what you want your organization to look allow a staff member to talk down to a parent or like. Your employees need to have similar goals and a child or a co-worker. objectives to you. Surrounding yourself with people who share your vision will create a productive and vital • Open Communication – No matter what the organization. Jeff Metzger of Kids First in Cincinnati, situation; happy parents, unhappy kids, com- OH refers to part of this process as the “hiring man- placent staff – the key is communication. Early tra.” It requires patience and discipline but sometimes communication; don’t wait for big problems; com- the wisest hiring decision is the decision NOT to hire. municate observations (not opinions) often. Be a Hiring the wrong person is always trouble. Hiring the good listener that strives to understand. Focus the right person saves everyone a lot of time and effort in communication on the issue; engage in “critical the long run. conversations.” Your staff will have a number of responsibilities and • Teamwork – Working together toward a com- in return will enjoy numerous benefits. You must expect mon goal defines a team. Every member of your them to act in a professional manner. Hold them ac- team should be expected to contribute to the countable for their actions and behavior and in return success of your mission. you must treat them as a professional. You must also • Growth – Expand personal horizons; continue remember that they represent your organization and education constantly; never stop learning. they will be asked to respond appropriately to many different situations. Hiring the right person is one of • Mission – Staff should be expected to create a the most important decisions a gym owner can make. personal mission statement themselves and then have the integrity to follow it. It should be your Employment principles intent as the employer to hire individuals whose Some refer to them as value statements, but best mission in life will help you reach your vision. practices dictate that employment principles such as

31 Best Practices for the Gymnastics Business Organizational leadership – and love what they do. The challenge is to surround Management studies have shown that supervisors yourself with people who love what they do enough to spend more than 85% of their time on people issues want to raise up to a leadership role. The organization’s and less that 15% of their day on the technical aspects leader then must enable and encourage decision-mak- of their jobs. Wouldn’t we all like to have an organiza- ing, problem solving and autonomy. tion filled with effective staff that worked together To create an organization full of leaders, you must toward higher performance? An organization where begin by being a strong leader yourself. Avoid being people not only saw a job to be done and did it but distracted by the minutia of life. Becoming buried in continually searched out for ways to improve opera- the detail is a sure-fire way of missing the point. There’s tions? We are all looking for an organization filled with a need to focus on the more important strategic issues, leaders. let the front-line worker gain the necessary knowledge The Harvard School of Business has identified 5 and competence to develop the skills to fulfill a more stages of leadership; those who have no leadership rounded role, and deal with the detail. A strong leader skills and only follow leaders, those who lead them- will create a shared vision. selves, leaders of small groups, leaders of large groups, Have a mission and let everyone around you know and those who develop leadership skills in others. It what that mission is. Know what you want to accom- may be tempting to try and surround yourself with the plish and develop a plan to reach those goals. Make first group of people who only follow your lead. Is that sure the objectives are reasonably obtainable. Develop what you are really looking for? An organization where an action plan that is specific with standards that sup- every direction has to come through you and no deci- port the goals and expectations. Once you can articu- sions made or action is taken without your approval? late your vision, you can find people who have a similar Employees should take responsibility for certain daily mission and can help you reach your goals. tasks including refund requests, scheduling decisions, Gym owners typically do know how their business and operational situations to allow owners to work on works best, the mechanics of the way things get done, the vision and action plans for their programs. So how what will work and why some things fail. Spread the do you create leaders that can make good decisions knowledge! It will ensure that decision-making is in- and act with responsibility? formed and well thought out. The best leaders under- True leaders have learned not to confuse activity with stand that they don’t have all the answers; they know productivity. Good leaders not only have developed how to ask the right questions: the organizational and technical skills to be successful • Why do you think that’s a good idea? at what they do but also the skills to deal with many • What would happen if we did that? personalities to get the most out of the people around • Who would be responsible for that? them. Great leaders realize they can’t do everything themselves; that they can do more with the help of Remember, in return, people have a right to ask others. Most importantly, they not only lead, they de- leaders: velop leadership in others. Animals behave in set patterns, which is why we are • What do you believe? able to track and hunt them. Only man has the capac- • What can I expect of YOU? ity to consciously alter his behavior to overcome routine • Can I achieve MY goals by following you? and habit. Most people do not exercise this power. • Have you bothered to prepare yourself to lead? Many people prefer the comforts of routine, giving in • Are you ready to be ruthlessly honest? to our nature that makes us repeat the same compul- • Can I totally trust you? sive actions over and over again. It requires very little • Do you have the trust in me to let me do my job? thought or effort and it is easier to maintain the status If you can honestly respond to these questions, you quo and not be bothered. can begin to develop leadership in the people that Not everyone is a born leader but anyone can are following you. A leader who is in tune with what become a leader. It is not easy for everyone to step out- is truly meaningful for him or her is able to create side their regular patterns of behavior and take charge. a more compelling vision. Effective leaders are self- There are four reasons for people to change; out of aware, at least on an intuitive level. The more a leader fear, out of pain, out of love or out of intent to improve understands himself or herself, the more he or she can their position. Understanding that, you could threaten tolerate negative feedback; and the more he or she be- your employees to become leaders or you can encour- comes comfortable with not having all the answers, the age them to develop skills by rewarding them. The best greater the chance of creating an environment where organizations are filled with leaders who share a vision

32 Best Practices for the Gymnastics Business subordinates are comfortable being forthright regard- National Center for Safety Initiatives (NCSI) are available ing their perspectives and feedback. You will be able to to conduct background checks of individuals; check ask them the same questions. Hold them accountable for services in your area. There is a cost involved for for their personal mission. Ask yourself if you wouldn’t investigating the background of a potential employee rather have an organization of leaders that leave you but weigh that cost against the cost of a lawsuit or the free to lead your organization. damage done to your reputation if you were to hire the wrong person. You can be proud of the benefits you Safety practices in hiring staff provide the children and families in your program. You According to the U. S. Department of Justice, about work hard to keep your business running; finding and 25 percent of prisoners who victimized children had keeping good employees is one of the toughest parts prior convictions for violent crimes; on average, pe- of running a business. You have probably heard other dophiles victimize 117 children in their lifetime before people tell you that it is better to be understaffed than being caught; between 2 and 5 percent of teachers to be poorly staffed – do not hire the wrong people! sexually abuse or harass students. It is reported that a On a somewhat lighter note but a matter that is child is sexually abused every six seconds. Three of four just as important is the health screening of staff. All child victims of violence are female; more than half of employees that have contact with children (HHMM, the violent crimes committed against children involved sounds like everyone in the gym!) are encouraged victims under the age of 12. to be tested for tuberculosis. A simple TB test can be Just like why bank robbers rob banks - (“That’s where performed in your doctor’s office or local clinic, takes the money is.” Willy Sutton), sexual predators, abusers, only a few minutes and is an easy best practice to fol- pedophiles and other deviants will be attracted to gym- low. Herpes simplex, hepatitis, conjunctivitis, impetigo, nastics programs – because that’s where the kids are. meningitis - making sure that your staff is not respon- To protect the children in your programs and to reduce sible for spreading communicable disease is a responsi- your risk, criminal background checks should be con- bility to be taken seriously. In the event of an exposure, ducted for all employees that come into contact with do the right thing and communicate that exposure to your students. Teachers, coaches, directors, office staff your clientele’ – every school sends home notices of and even volunteers should be subjected to checks. lice outbreaks, it is not unreasonable for your gym to When you go to the shop to have your hair cut, the be exposed as well. You owe it to your customers to be person that cuts your hair has been certified. If you responsible and respond appropriately. have any re-modeling or building done at your gym or Make sure your employees represent your busi- at home, the contractor is usually licensed and bonded. ness as you would like the community to view it. For When you take your child to a day care center, that example: if you are promoting your gym as a solution center is typically licensed and accredited. Your accoun- for the obesity epidemic and you have overweight and tant is certified, your children’s teacher is credentialed unhealthy coaches on the floor, you have a credibility your doctor is licensed - what about your gymnastics problem. Be sure that your employees are not a liability coaches? How can the gymnastics industry stand by to your organization and follow safety practices in hir- without creating standards for the people who coach ing new staff. and teach our youth? We owe society an environment You also have a responsibility to provide a safe that follows best practices in making sure the children environment for all of the employees. Included in the in our care are as safe and secure as possible. If we Appendix are sample Anti-Harassment Policy, Violence don’t begin to monitor our industry and develop some Prevention Policy, and Workplace Policy documents for standards on the qualifications and requirements of the you to consider. people we employ, the legislators may do it for us. A few years back, Sports Illustrated published an ar- USA Gymnastics Background Check ticle about “Who is Coaching Our Children?” That ar- USA Gymnastics is a youth sports organization, and ticle brought forth example after example of individuals gymnastics is one of the country’s most popular sports, who were working with children and should have been especially for girls and young women. Providing a safe, discovered as non-desirable long before they were al- clean, and fun environment is important for the sport lowed contact with youth. The question remains; who to continue to grow and thrive. Parents must have the is coaching your children? There are three recognized highest degree of confidence that their children are not background checks advised: criminal background check only receiving good care and proper instruction, but with the Department of Justice, criminal background also are safe from negative and improper conduct. check with the Federal Bureau of Investigation and a These basic tenets are crucial to maintaining a posi- Child Abuse Central Index Check. Services such as the tive image in the community and a good reputation,

33 Best Practices for the Gymnastics Business both in local communities and as an activity nation- Positive coaching your staff wide, especially since 98 percent of our athlete mem- There is not a best practice you can use to solve all bers are under 18 years of age. of the problems in your gym, but there is a practice Professional membership in USA Gymnastics should that comes closer than you might believe possible. It’s be the gold standard, an indicator that the person or called positive coaching and it can seriously reduce the organization has committed the time, interest and hard number of mistakes and miscommunications in your work into being the best they can be. This membership company, which in turn can improve profits. should be a distinction that parents look for and de- Positive coaching—which includes carefully describ- pend upon to know that they are placing their children ing both the desired results and how to achieve them into well trained and professional hands. before the work begins—gives employees a great The responsibilities of an organization that provides opportunity to move their performance from average activities for children and young adults include protect- to excellent. Unfortunately, because managers often ing the safety and welfare of its athletes and partici- mistakenly believe that employees already understand pants. USA Gymnastics has already mandated a safety the process, they fail to coach before-hand. certification program, which provides professional Here are some steps owners / managers can take to members with a working knowledge of how to con- improve their coaching skills: duct gymnastics activities in a safe environment. Also, • Allow plenty of time for questions and explana- USA Gymnastics has a zero-tolerance policy on abuse tions before the work begins. Recognize the truth and other inappropriate behavior with an athlete. USA in the old laugh line, “I know you think that you Gymnastics requires background screening for all Pro- understand what I said but what you heard is not fessional Members to support this policy. Background what I meant.” Say the same thing in several dif- checks are becoming commonplace with many youth ferent ways and ask questions to make sure to be organizations and institutions and are endorsed by the sure you’re understood. U.S. Olympic Committee. USA Gymnastics began requiring background checks • Set clear performance expectations that fall within for all Professional Members, including staff and Board your employees’ ability levels, and then challenge Members, in December of 2007. As a pilot program, them to outperform themselves. Challenges show the USA Gymnastics Board of Directors and staff employees you have confidence in their abilities already have completed background checks with our and can see their potential for excellence. partner, the National Center for Safety Initiatives (NCSI). • Provide ample opportunities to practice new skills. Through NCSI, all professional members will have the Don’t expect anyone to perform a task well the endorsement of completing a successful background first time. All learning is really re-cognition, or check for previous criminal behavior which may be in- repeating an initial understanding. appropriate for contact with children. Screening covers criminal background, sex offender registry and identity • Help each individual in your group to do his or her verification. best by monitoring progress and providing posi- USA Gymnastics has worked hard with NCSI to de- tive feedback. Share knowledge, and assign tasks velop a program that is affordable, and the fees cover and responsibilities that encourage employees to the costs for this service. This is not a profit center for stretch their abilities. USA Gymnastics. The monies go to and remain with • Hold employees accountable for the work they NCSI. This is going to be a major undertaking for USA do. Praise employees whose performances meet Gymnastics, but this initiative is an important part of and exceed expectations, and discuss improve- providing a safe environment for our athletes, which is ment plans with poor performers. the responsibility of every member. • Be a catalyst for group success by helping em- USA Gymnastics is proud to announce a working ployees to work well with each other. Organize partnership with National Center for Safety Initiatives work groups so that each person can perform at through which we will engage in a comprehensive his or her optimum level. Partner employees with background screening program. USA Gymnastics is compatible personalities whenever possible. requiring background searches on all USA Gymnastics Professional Members to ensure a safe and secure envi- • Remember that the goal is improving the em- ronment for participants and it members. ployee’s performance, not outperforming the

34 Best Practices for the Gymnastics Business employee. Managers don’t need to be better at the staff to collaborate with you to realize one of your doing employees’ jobs or superior to others in the company’s primary goals. group, and those who try to meet those standards Power that is exercised insensitively is received by usually fail to develop their managerial skills. many people as coercive orders that often instill fear. Good coaches support their players; they do not By contrast, influence speaks politely and asks ques- compete with them. tions, which promotes understanding and creates • Use the leadership style most appropri- collaboration between the two parties… ate for the person or group you’re positive coaching! Exercising influence coaching. Avoid making a false works in all relationships and is as distinction between man- just effective at gaining the sup- agement and leadership. port and help of employees as Management is what you it is with customers. do and leadership is how In today’s cross-functional you do it. workplace, managers frequently find themselves Many managers believe working with peers from that dealing with employee other departments. While it issues is not part of their job is important to understand and that they have other, what other departments more important work to do. do, it is even more important Those people somehow segre- that departmental interactions gate their human resources/per- are smooth and satisfactory to sonnel duties from their gym duties everyone concerned. If you want and fail to realize that employee man- to influence your peers in a certain agement IS their job. 85% of your success way, ask questions so you can under- is attributed to how you relate to other people, stand their needs, and then formulate your only 15% of your success is the result of technical skills. action plan so that it is a win-win proposition for all Another effective technique of positive coaching staff involved. Try influencing your employees, you’ll see is turning employees into advocates for your business. just how powerful influence can be. This may depend on whether you use power or influ- Finally, recognize that to coach someone effectively, ence to accomplish tasks. There’s nothing wrong with you must genuinely care about the person as much as using power if the situation requires it. But, power is you do the outcome. Managing people today means often used when it is not needed, and the unintended finding effective ways to help them release their tal- results can be costly, creating a silent adversary. By con- ents and realize their potential for success—the exact trast, influence recognizes and respects the individual, same things that people who coach winning teams do. who can become a dedicated advocate. For example, let’s say your gym has just added a new Mentorship in gymnastics organizations tumbling class. You could accomplish the task by telling By definition, a Mentor is a close, trusted, and your coaches the day and time of the class, the fee you experienced counselor or guide. A mentor is further will be charging, how many students you need and defined as a teacher, tutor, and coach. Mentorship what you want them taught. That’s a power approach. is defined as the influence, guidance, or direction It will probably get the class, but it may not provide exerted by a mentor. Much like a coach guides and what you really want, which is a positive work environ- assists their gymnasts; mentors provide direction and ment that helps employees perform their jobs in the assistance to others. most productive fashion. Modern use of mentor refers to an experienced, On the other hand, you could say to your teachers, senior leader or manager who develops younger, less “We want a new tumbling class, with lots of happy experienced leaders and provides career counseling children learning power skills. Please tell me what you and sponsorship to these individuals. can provide that will help us create a session that our Mentorship contributes to the development of these students and coaches will enjoy and which enhances future leaders. Mentorship is a two-way street. The productivity.” By asking for help, you have influenced mentor must be willing to share knowledge, training,

35 Best Practices for the Gymnastics Business and experience in a trusted and respected atmosphere. The Mentoring Relationship In turn, the individual receiving the mentorship must An important element of the mentoring relation- trust and respect the mentor, while being open and ship is setting and facilitating clearly defined learning receptive to the process. Caring is the core of mentor- objectives. The process may begin with a first meeting ship. A mentor may care as a parent cares. We must where both parties can discuss their expectations. More remember that mentorship means taking some risks, to detailed objectives can be defined and adopted as the include allowing our mentee to make mistakes during relationship evolves. At the first meeting start-up issues, their training. Mentors risk disappointment, failure, and expectations, and initial goals should be addressed. rejection. We need to clarify their goals and help develop long- On-Going Communication term career strategies toward advancement. We should Regular communication is important in order to ef- also aid in developing their short-term career plans. We fectively maintain the mentor-mentee relationship. The must share our knowledge and instruct them in techni- closer the communication, the more likely the program cal, leadership and management skills. will be successful. Mentoring is a tool that organizations can use to nurture and grow their people. It can be an informal Evolution of the Relationship practice or a formal program. Mentors demonstrate, After the first meeting between mentor and the explain and model. Mentees observe, question, and mentee has occurred, the role of the mentor in regard explore. The following assumptions form the founda- to coaching, counseling, facilitating, and networking tion for a solid mentoring program. will begin to take shape. Both parties should come well • Deliberate learning is the cornerstone. The men- prepared to all meetings so that the relationship can tor’s job is to promote intentional learning, which develop smoothly. includes capacity building through methods such as instructing, coaching, providing experiences, Phases of a Mentoring Relationship modeling and advising. The mentoring relationship typically has four distinct • Both failure and success are powerful teachers. phases: Mentors, as leaders of a learning experience, • Orientation – building the base. During the certainly need to share their “how to do it so it early stages, both the mentor and mentee are comes out right” stories. They also need to share getting to know each other, and building trust. their experiences of failure, i.e., “how I did it At this time, both the mentee and the mentor wrong”. Both types of stories are powerful lessons are developing expectations of each other. The that provide valuable opportunities for analyzing interaction, which occurs at this stage, will lay the individual and organizational realities. foundation for a strong and beneficial relation- • Leaders need to tell their stories. Personal scenar- ship. ios, anecdotes and case examples, because they • The middle period. The middle phase is typically offer valuable, often unforgettable insight, must the most rewarding time for both mentor and be shared. Mentors who can talk about them- mentee. The mutual trust, which has developed selves and their experiences establish a rapport between the two, can give the mentee the confi- that makes them “learning leaders.” dence to challenge the ideas of the mentor, just as • Development matures over time. Mentoring the mentor will challenge the mentee’s ideas. - when it works - taps into continuous learning • Dissolving the relationship. Typically, the that is not an event, or even a string of discrete relationship begins to draw apart after a year or events. Rather, it is the synthesis of ongoing event, two. It is important, at this stage that the mentor experiences, observation, studies, and thoughtful step back from the formal relationship to discuss analyses. together with the mentee how they wish to con- • Mentoring is a joint venture. Successful mentoring tinue their relationship. means sharing responsibility for learning. Regard- • Redefining the relationship. The mentor- less of the facilities, the subject matter, the timing, mentee relationship enters a new phase, where and all other variables. Successful mentoring both parties can regard one another as equals. begins with setting a contract for learning around They continue to have some form of interaction, which the mentor, the mentee, and their respec- although it is now on a more casual basis. tive line supervisors are aligned.

36 Best Practices for the Gymnastics Business Mentoring – Potential Pitfalls • Increased self-esteem & pleasure; Mentoring relationships do not always succeed. • The opportunity to positively influence the next Some of the most frequent problems with mentoring generation; relationships include: • Increased peer recognition • The opportunity to improve communication • ‘Mismatch’ between mentor and mentee. A mismatch between the mentor and the mentee can be a cause of failure in the relationship. One Characteristics of a Good Mentor or both members of the relationship may feel All successful Gymnastics coaches do not necessarily uneasy with the other, or they may not be able to make effective mentors; certain individuals are more achieve the level of friendship necessary for rich effective in the role of developing others. Whether or communication. Under such circumstances it may not an individual is suited to the role of mentor may be necessary to assign the young mentee to a dif- depend on his or her own stage of development and ferent mentor. If the problem is identified during experience. For example, a fairly successful individual the first six months of the relationship the change may have had a specific, or limited, background and can usually be made in an amicable way with no may not have enough general experience to offer. Prior hard feelings on either side. to entering into a mentoring relationship, the men- tee should assume the responsibility of assessing the • Unrealistic expectations. Problems in the mentor’s potential effectiveness. relationship can also occur if the mentee expects The qualities, which are essential in an effective men- or demands too much from the mentor. It is tor, include: important, therefore, that expectations are clearly defined from the beginning. The mentee should • A desire to help. Individuals who are interested not expect the relationship to meet every need, in and willing to help others. nor for it to continue indefinitely. • Have had positive experiences. Individuals who • Breaches of confidentiality. In order to develop have had positive formal or informal experiences the type of relationship in which the mentor can with a mentor tend to be good mentors themselves. be effective, he or she must first be perceived as • Good reputation for developing others. Expe- trustworthy and able to keep confidences. rienced people who have a good reputation for helping others develop their skills. Since both parties in a mentoring relationship typi- cally realize and accept the fact that a high level of • Time and energy. People who have the time and trust is essential in order for an effective relationship to mental energy to devote to the relationship. develop, there is little evidence of breaches of confi- • Up-to-date knowledge. Individuals who have dentiality. However, codes of conduct regarding the maintained current, up-to-date technological confidential nature of the relationship should be clearly knowledge and/or skills. defined and understood by both parties at the begin- • Learning attitude. Individuals who are still will- ning of every mentoring relationship. ing and able to learn and who see the potential benefits of a mentoring relationship. Benefits for Mentees • Demonstrated effective managerial (mentor- • A non-threatening learning opportunity; ing) skills. Individuals who have demonstrated • Improved self-confidence; effective coaching, counseling, facilitating and • Developing business expertise & technical knowl- networking skills. edge; • Challenge; • Support and reassurance; Characteristics of a Good Mentee • Networking/partnership opportunities; • Committed to expanding their capabilities • Coaching; and • Open and receptive to new ways of learning and • Listening and reassurance. trying new ideas • Benefits for the Mentor • Able to accept feedback and act upon it • Increased motivation; • Willingness to apply learning back on the job • Challenge; • Focused on achieving desired business results • New insights and perspectives; • Able to communicate and work cooperatively with • An opportunity for self-development; others

37 Best Practices for the Gymnastics Business • Knows when to ask for help What might your organization look like with a crew • Have a sense of personal responsibility and com- of mentors and protégés working together for your mitment common goal? • Willing to meet on a regular basis

Role of the Mentee’s Manager / Supervisor Employee manuals The manager’s role in employee development is on- Having a policies and procedures manual in place may going and not modified by an employee’s participation make the difference between smooth transitions and in a mentoring program. Mentoring is a development troubled times. Organizations find that a policies and tool at the disposal of the organization. Managers have procedures manual (aka Operations Manual) is a useful the essential role of supporting the learning process by training tool for new employees and a reference tool encouraging on the job exploration while also monitor- for efficiently dealing with customers. Well thought out ing continued responsibility for performance. Managers policies and procedures can head off potential trouble fulfill a stewardship role in terms of day-to-day direct during the course of regular business. Any employer authority and capacity building, while mentors pro- that decides to implement personnel policies and proce- vide a broader and longer view that creates a path to dures and/or prepare and distribute an employee hand- the future for the mentee. This is a triad relationship book must first evaluate its own culture and its desire to between Manager – Mentee – Mentor. communicate to employees in a more formal and struc- tured manner. If an employer decides to issue an employee Line Manager Responsibilities handbook or policy manual, the following materials pro- • Providing personal feedback to participants con- vide an overview of some of the issues an employer must cerning values and expectations. address when preparing a handbook or policy manual. All • Cultivating individual abilities both for the current policies should be tailored to reflect the employer’s own job and for future opportunities. business and unique needs. • Supporting and designing learning assignments in The materials contained herein are not intended to partnership with the mentor and mentee. constitute or provide legal advice. Employers drafting or • Endorsing experimentation in a way that applauds revising an employee handbook or employment policy new approaches and permits the possibility of manual should have that handbook or manual first mistakes. reviewed by legal counsel before implementing and • Asking questions to encourage discussion of what distributing to employees. is being learned and how. Here are some of the policies and procedures your manual should include, how your agency can prepare one, Thoughts on the Mentoring Process and how to avoid common mistakes. • Think of mentoring as a three-party effort, rather than a one on one “arranged marriage.” • Policy: A policy is a statement of operating intent • Think of a mentor as a learning leader who that explains a particular action or function and why facilitates a learning process, rather than as a it is necessary. Written in terms that allow for some guru who passes down “the word” to a favored flexibility in interpretation. (i.e. “We offer a money individual. back guarantee if not completely satisfied.”) Policies • Think of growth as the acquisition of attitudes help dictate employees’ general behavior and are and capabilities as well as the acquisition of skills intended to serve as guidelines for implementing and behaviors. plans and solving frequently occurring problems. • View development as being enhanced by open Policies will not be effective if your employees do dialogue and free form thinking, rather than lim- not understand your organization’s overall objectives ited by discussion guided by a set agenda. and goals. • Think of development assignments, rather than • Procedure: A procedure is a prescribed method for future promotions, as a way of synthesizing implementing a policy. Procedures are the estab- thoughts about next steps in the organization. lished protocol for the implementation of a policy. • Cultivate career self-reliance in employees who It is usually an extensively detailed statement and use the mentoring process as one of a set of tools specifically limits or directs the actions of those in- in achieves high performance. volved. (i.e. “To process a customer refund request: • Mentors should not take away problems but must Fill out the top section of the blue form titled…”) guide people toward solving their own problems.

38 Best Practices for the Gymnastics Business How to Get Started A handbook or policy manual should always be Create a master file for all documents you’ll need reviewed to make sure that the written language in preparing your manual. Start a three-ring binder or actually means what it says and does not say or imply use computer technology to maintain and manage all something about the employment relationship that the pertinent documents. A three-ring binder may be the best company does not intend. Every word of an employee format for maintaining employee handbooks. Revisions handbook should be read carefully to see if it can be can be made without reprinting the entire document. interpreted to mean something different than what Each page in the manual should be dated to reflect its the company intended it to mean. Any promises or timeliness. There are a variety of policies and procedures guarantees in a handbook or policy manual should be which reflect the business policies, practices and opera- eliminated unless the employer is prepared to be bound tions of a particular employer. Divide the manual into by its promises and guarantees. Avoid the use of “will,” sections for each major area. Collect existing policies “shall” or “must” when discussing employer’s obliga- and procedures related to each section. Manuals or tions toward employees. These words tend to connote a documents that indicate or describe the organization’s contractual guarantee. Eliminate any promises or repre- policies on various issues will be helpful. For sections sentation made of “job security” or promotional opportu- where your agency has not adopted written policies and nities. The employer may have a legal obligation to fulfill procedures, insert blank sheets of paper. Use them to these perceived promises if found in the handbook. draft outlines of what you think your organization’s poli- Operational Issues cies and procedures should be for these areas. To ensure There are also many issues that arise in the day-to- consistency, objectivity and uniformity in the interpreta- day running of any business. Employers may also want tion and application of such policies and procedures, to consider writing guidelines and rules relating to any and to give employees the opportunity to understand the of the following: rules and regulations which govern their working environ- • safety ment, employers may want to consider including in a • business expenses handbook some of the following sections and/or policies • use of phone and mail systems and procedures: • emergency action plans • program information Introduction • use of company equipment and vehicles In this section the employer should welcome employ- • tobacco use ees to the company. The history of the organization • uniforms and vision / mission statement should be included at • finance and accounting the beginning of the policy manual. • facility operations • use of facility guidelines Employment Issues • customer service There are many personnel (human resources) issues • registrations that arise in the operation of any business. Employers • refunds may want to consider writing guidelines and rules relat- • transfers ing to any of the following: • orientations • employment of relatives • FAQ’s • employee medical exams • forms, etc. • immigration law compliance • conflict of interest issues Add other sections that your agency considers • outside employment vital to its success. It is a good idea to annually review • non-compete statement your employee handbook to see whether any revisions • non-disclosure statement are required. Although the cost of regularly updating the • access to personnel files handbook is a consideration, the ramifications of not doing • drug testing policy so could be much more substantial. Failing to maintain • blood borne pathogen (including AIDS) policy your handbook increases the likelihood of legal action by a • background check disgruntled employee or a serious. • USA Gymnastics membership After deciding to write or update your policies and • personnel (personal status changes) data changes procedures manual, put it on the agenda for the next • introductory / probationary / training period staff meeting or meeting of the board of directors. This • work schedules is so management can prioritize the project and allocate • rest and/or meal periods resources to complete it.

39 Best Practices for the Gymnastics Business Manual Dos and Don’ts • Don’t discount the value of documented policies and Developing an effective manual will take time, and you procedures. Many organizations take the initial step may be hesitant to start. Keep in mind the benefit of pro- of writing down their policies and procedures, and ducing your own manual—and learn from other peoples then fail to take final steps that give them the pro- mistakes. Here are some dos and don’ts to help you avoid tection they need. They neglect to have employees common mistakes that can lower employee moral, waste “sign off” on the policies, and they fail to document staff time, drain income, and risk costly lawsuits and legal problems when employees violate the policies or fail actions. to perform their jobs’ essential functions. • Write policies before you need them. Some agen- • Do thoroughly document employees’ performance cies don’t see the need—or don’t want to take the problems and policy violations in writing. If em- time—to decide on their policies and procedures ployees violate your policies or fail to perform jobs comprehensively in advance and put them in writ- adequately, you will ultimately be forced to take cor- ing. Instead, they wait until a problem has arisen rective action. You may have to discharge employ- and its handling has been botched. Learning the ees, after which they’ll immediately seek unemploy- hard way is not recommended, especially when you ment compensation. Fortunately, you may not be consider that every organization has sets of issues liable for the claim if you can show the discharge that can lead to big problems. was for a valid, business-related cause. Documenta- tion can help protect your rights and control possible • Do write the policies and procedures manual early litigation costs. in your operation’s life. Review it periodically for needed changes or improvements. Accounting and computer policies and procedures, in particu- A Good Start lar, require more frequent updating as you change Once a rough draft of your organization’s policies and accounting software programs, outsource opera- procedures has been made, you may need to present it tions or return them in-house and adapt to techno- for review both at this stage and after you have reviewed logical advances. Manuals updated to reflect these it in detail and begun customizing it to fit your special types of changes are more useful for employees. goals and needs. In either case, your policies and proce- • Don’t copy another agency’s manual. Copying dures manual will likely undergo many management someone else’s manual is common. Although it may and commission revisions – it should be considered a be quicker and cheaper in the short run, it could cost “working document” that may never be a final edition. more in the long run. And you may implement poli- When distributing handbooks (whether new or revised) cies and procedures you do not understand or that to employees, it is highly recommended that the em- do not apply to your organization. It is acceptable ployer include a separate acknowledgement form to be to use another operation’s policies as a template but signed by the employee and returned for retention in take the time to create your own set of procedures. the employee’s personnel file. The form should acknowledge receipt of the hand- • Don’t write your manual as though you distrust your book, indicate that the employee has agreed to read and employees or customers. Writing your manual as become familiar with the provisions contained in the hand- though you are expecting trouble and don’t trust or book and acknowledge the at-will relationship. A form respect your customers and employees is bound to which contains this above information and is signed by the create resentment and resistance. Employees will employee will provide the employer with a better defense perceive the manual as something negative that against breach of contract claims: is being imposed on them. Customers will soon Employers may want to add a statement to the em- recognize restrictive policies and archaic procedures ployee acknowledgement form or in the introduction and take their business elsewhere. section recommending that employees consult their • Do ensure your manual conveys to customers and supervisor or human resources manager if they do not employees that you are committed to providing understand any statements or policies or procedures in a quality business environment. This means a the handbook. manual that enables every employee to reach his Continue to update and improve them and your or her highest possible level of professional fulfill- organization will benefit from policies and procedures ment. In return, you hope that your employees will that WORK. expend maximum effort toward performing their In the Appendix is a sample code of conduct for jobs and achieving your organization’s goals. employees that summarize expectations and respon- sibilities. Also in the Appendix are sample forms for

40 Best Practices for the Gymnastics Business employees to sign acknowledging receipt of your policy If staff needs to miss a class, proper notification of manual and guidebook. the change should be posted for the parents and class participants. A sample Time Off Policy and Time Off Request form is included in the Appendix. Staff training It is imperative to provide your employees with Parking all the direction, training, and the tools Employees should park in areas that leave necessary for them to fulfill their the prime parking spaces available for obligations. Depending upon their the customers. While staff often experience and work history, a feels entitled to the privilege of new teacher could begin as an parking close to the front door, aide for a Senior Instructor for that benefit belongs to the three months up to a year customer. or they may be allowed to instruct their own class after Telephone a short orientation of work- Management and supervi- ing with another instructor sory personnel should main- for as little as a day or two. tain the ability to monitor Regularly scheduled staff the telephone and voice mail meetings and in-service train- systems to ensure compli- ing should be conducted to help ance with the privacy in the ensure that all staff uses proper workplace policy as well as for technique and follows sound child other legitimate business reasons, development practices. In addition, con- including the desire to ensure that calls duct a number a various certification courses are handled in a professional manner and (usually during the break between Christmas and New to promote efficiency in the manner in which callers Year holidays is a good time for this): are treated. No personal phone calls should be allowed while on duty and any violation of this policy could 1. Red Cross CPR and First Aid. All course fees could result in progressive discipline and possible termination be paid for by the employer and staff could be paid of employment. The use of cell phones while on duty for their time in class. It is recommended that this must be limited to emergency use ONLY. Cell phones certification be a mandatory course for all full-time should be turned off while on duty. Personal calls must staff. CPR certification is valid for one year and be limited to during off-duty time. must be renewed annually; First Aid is a three-year certification. Lockers 2. A number of other professional certifications are If the organization provides lockers for personnel to available and should be offered – accreditations, keep personal belongings, all personal property may early childhood education courses, etc. Staff should be locked but the organization should reserve the right also be offered the opportunity to attend Confer- to inspect and/or examine the contents at any time. In ences and Workshops as they are announced. It is compliance with privacy in the workplace policy, en- recommended to encourage all staff to continue courage staff to leave valuables at home as the organi- their professional education, upgrade their skills, zation should not be responsible for lost or stolen items. and constantly improve! Visit www.usa-gymnastics.com for courses in education. Staff responsibilities The primary goal of any program should be to pro- Schedule vide a safe, secure and enjoyable environment for the Consistency is of utmost importance in developing children enrolled in it. All staff must be responsible for a strong trusting relationship in the teacher. Students, understanding and following the mission, the policies particularly preschoolers, come to rely on the routine and procedures. Failure to follow any of these policies and comfort that a regular instructor provides. Al- may result in disciplinary action or the termination of though absences and substitutes are bound to occur employment. and should be accepted, having a plan to deal with the The most difficult complaint that most gym owners / change will help ease the transitions. directors receive is “lack of enthusiasm by the teach-

41 Best Practices for the Gymnastics Business ers.” A smile goes a long way toward keeping students children. It is expected of each teacher to be up and in- and parents satisfied. All teachers are required to assist teracting with the children. Sitting down, falling asleep, in every class. There can be ABSOLUTELY NO SITTING talking on the telephone or reading while in the class is AROUND and visiting during class times. Staff needs to unacceptable. Clumping together with other teachers set a positive “work ethic” example. Keep busy with to talk is not what is expected of staff, and may result controlled high energy! in progressive discipline or termination. It is essential that staff follows the rotation sched- Never yell or shout at a child, especially in anger. ules as closely as possible. Following rotations sets an Staff may raise their voice to be heard, if there is a lot example of discipline and structure and allows teachers of confusion going on, but not in anger or to discipline to plan class activities accordingly. a child. If a teacher begins getting upset, ask another All equipment that is used during a rotation must teacher to take over the discipline problem or bring the be cleaned up before that class moves. Do not leave child to the office. Never tell a child or a group to shut stations out for the next group to clean up. This is also up! Never tease them, call them names or make fun of a good time to ask that everyone pitch in to keep the them. entire area clean and organized; if you see paper on Make contact with the parents in the group, know the floor, grips lying about, etc. please clean it up. their names, introduce yourself or just say hello or good Staff is always responsible for their class. If staff has night. Not all parents will stop and chat and are often any problem (with a student, a parent, with equipment, in hurry, but it is important that staff acknowledges or with a co-worker, etc.), LET THE COORDINATOR them and initiates some kind of contact with them (a KNOW IMMEDIATELY! Staff must all work together to simple nod with direct eye contact and a simple wave ensure an enjoyable experience for everyone — stu- works). dents, parents, and staff. Staff enthusiasm is essential to the success of any Staff is to report at the assigned time to work. The program. Staff shall not sit while supervising the chil- time that staff is on duty is to be used for work related dren except while helping with a direct skill, as a part responsibilities – no personal business should be con- of teaching the children, etc. Staff may lean but may ducted during work time. If staff is not assigned a duty not sit while on duty. There may be times when staff and has time on their hands they are to report to the has low energy levels, but it is important to overcome Coordinator for further instructions and assignments. If this. Staff is there for the children and with anything for any reason a staff member will be arriving late, they less; staff will not be doing their job. Engage with the are to call as soon as possible. Excessive tardiness may children and attentively supervise them. Be a part of result in termination. If a staff member is ill, they are their Gymnastics experience! also to call as soon as possible. Abuse of the sick leave It is unprofessional to eat in front of the children. policy may result in termination. Leaving the work site to get food or drink is not per- It is essential that the program have all staff members mitted. Children are not permitted to use the vending on duty to avoid conflict amongst co-workers. Time off machine except after class. must be requested in writing, one week before and will Staff is expected to follow any directions given by a only be granted if a substitute can be found. supervisor at the time the directions are given. If there All mobile program drivers are to fill out a driver’s are questions or concerns about these directions, they daily report and return it to the Coordinator. If fuel indi- should be discussed with the supervisor at a later time cator is at half, drivers are to fill the van, either at the – away from the children and parents. beginning of their schedule or after. All garbage or be- Never threaten a child or use positive behavior as a longings of the children is to be cleared from the vans discipline tool (i.e. picking up trash is a positive be- at the end of each activity. If vans are found littered havior we like to encourage people to do, exercise is with garbage at the beginning of your runs, it should a positive behavior we recommend children do, etc.). be reported to the Coordinator. All van windows must Natural consequences for negative behavior are the be closed, the doors locked and the van parked in the only accepted practice – exclusion from participating designated spot after the last activity. If there is a main- in an enjoyable activity (a time out), exclusion from tenance problem with any of the vans, a report should participating in an enjoyable activity (a time out), be- be filled out and the Coordinator should be notified as ing sent to the Coordinator, being sent home, etc. are soon as possible. some examples of the kinds of disciplinary acts that Staff shall not encourage or engage in play fighting, should be practiced. kicking, wrestling (horseplay) with children or other Teachers will be assigned specific job responsibilities staff or allow children to do this with each other. and will be held accountable if they are not completed. It is part of staff’s job to interact and nurture the

42 Best Practices for the Gymnastics Business Appearance Easy ways to reward your staff Beauty is only skin deep and it is true that you can’t One of the bigger challenges of being a manager judge a book by its cover, but appearance and first im- or business owner is figuring out how to motivate pressions mean a lot. Therefore, uniforms are required and reward your employees. One of the key points to be worn by every employee!!! Staff will not be paid in effectively managing human resources is to catch if they are not in proper uniform. We recommend black people doing something right and tell them about it shorts or black pants but the black (with white stripes) immediately. It takes some work to recognize and prop- uniform shirts are a must. Open toed shoes or sandals erly reward your staff. The payoff can be huge – in a are not recommended. A professional appearance highly motivated and loyal crew that enjoys their work conveys the image we are trying to present. You will be enough to become long-term employees that represent treated as a professional if you look like a professional. you and your business well. You may also find that you Cleanliness is next to godliness but neatness counts have created a culture where people are eager to apply – clean clothes, well manicured, and showered. to work for you because of your reputation of treating employees well. I have a few suggestions on ways you Professionalism is the key can reward your staff – without breaking the bank. You will play a very important part in the lives of the On a daily basis you can try to greet every person by children who take part in your groups. In order for our name and with a genuine smile. I want my employees program to be a success, YOU must present a positive to know that I value their place in our organization. role for your students to emulate. We must help in the Getting personally involved has limits but a simple; “I development of better “junior citizens” and offer them hope your dog is doing better after his surgery” or “I’m an enjoyable experience in which to grow. It is your job sorry your son was sick and missed school yesterday” to make them want to take part and to find value in shows compassion and interest and means a lot to a their participation. person. Take every opportunity to praise them in public. We are all to work toward maximizing the potential A little goes a long way. It takes a little planning and each child has in our care. Our goal is to meet the preparation but rewarding your employees does not individual needs of each student and understand that have to be expensive. Being effective may require a everyone progresses at a different pace mentally and concerted effort and a time commitment but the effort physically. We must spend equal amounts of time with does pay off. each child making certain that his/her individual needs At a recent Gymnastics conference, Steve Greeley are being met. We want every student to feel special. from Imagymnation in Simi Valley, CA shared with the We will listen to them and communicate with them attendees of a business round table his experience in in a positive manner. We will promote overall physi- hosting an extremely successful Christmas party for his cal fitness and the importance of having a strong and employees. He presented gifts and presents for his staff healthy body. We will teach discipline and the impor- and the event has turned into an annual event that his tance of following directions. workers look forward to all year. The children should learn respect for each other A great reward for your staff is when you help make and their teachers. Above all we will develop courage work fun. Just like we want our kids to enjoy Gymnas- and self-esteem and help the children learn that social tics, we want our teachers to enjoy their jobs. Have involvement is a great and enjoyable stepping stone little birthday celebrations – complete with a goofy hat to the rest of their life. Remember that motivation is and a cupcake with a candle. Give them a hand-written almost impossible to pass on to someone else, the best thank you card. Let them choose the music at the gym. we can do is inspire. Motivation is internal and may or Ring a bell and make public announcements lauding may not develop as a child grows. Inspiration is an ex- their accomplishments. Every employee is unique and ternal force that we can use if we are positive, excited, different things work for different people. You will have and enthusiastic about learning. Praise goes a long way to decide what motivates your staff. The key is to be toward inspiring a young child. You can’t overdo it. sincere, do the best you can without worrying about Make a big deal when a child learns a new skill, make not doing it well enough. a big deal when a student performs well, make a big One thing to remember is to avoid the word “but” deal when a child behaves with courtesy, and make a when rewarding a job well done. It takes away every- big deal when a child tries hard. Always continue to thing you may be trying to accomplish by saying, “You praise and speak positively to the rest of the class while did a great job on that project, but I would have…” or your star student is receiving his/her “reward” so that “Nice work, but did you ever try…” the other students don’t resent you or their classmate. There are also a number of great business manage- ment books available, from The One Minute Manager

43 Best Practices for the Gymnastics Business by Ken Blanchard and Spencer Johnson to Bob Nel- gether they pushed the branch aside. “Son,” the father son’s 1001 Ways to Reward Employees just to name a said, “the first time you didn’t use all your strength. couple. You didn’t ask me to help.” Like any other group of professionals, we’re always • Say thanks looking to build our professional networks, find career • Smile advice and uncover new industry resources. One way to • Discounts for staff further these goals is through becoming a member of a • Promote from within professional organization. The affiliation must not only • Give credit provide a value to the individual, but should enhance or • Birthday cards maximize the performance of the person to ultimately • Bring treats benefit the organization. • Movie passes Some associations have membership counts in the • Buy a soda thousands, and it can be difficult to navigate such a • Lunch with the boss vast crowd. The size of the group also affects how suc- • Staff uniforms cessful you can be in making meaningful contact at an • Newsletter recognition event such as an industry Congress. • Send to conferences Getting the most out of any professional association • Special parking place membership is like anything else in life—you’re going • Employee of the month to get out of it as much as you put into it. Fortunately, • Day off there are some easy steps that you can follow to ensure • Free massage certificate that each of your association memberships is a success. • Casual dress day Really think about what you’re trying to get out of this • Book or magazine membership. Why are you thinking about joining an • CD or tape association? • Nominate them for an award The following are a few questions to consider: • Wash their car • Have a contest • What are you hoping to accomplish? • Ask for their advice • Is this about furthering your career? Is this about • Gift certificates growing your business? • Name an award in their honor • Is it a social objective, or is it truly a professional • Photo on the wall of fame objective? • Thank you card Establishing clear objectives by answering these ques- • Boss for a day tions before you start assessing potential organizations • Make a button will greatly benefit you in the long run. Ask yourself • Pat on the back specific questions about why you are spending the time • Handshake and identify objectives for your participation. These • Bottle of water two women will probably achieve what they’re seeking • Special coupon because they each defined what they are looking for. • Listen Each time they attend a program meeting, they have • E-mail a thank you their objectives in the back of their minds—and are looking for ways to meet them. You won’t meet people by walking into a room of Advantages of professional 500 to 1,000 association members and handing out memberships and networking business cards. You’re not going to get specific career “A young boy was walking with his father along a advice or develop potential business leads that way. country road. When they came across a very large tree Even though you might exchange business cards in that branch the boy asked, “Do you think I could move venue, it will be months before any kind of meaning- that branch?” His father answered, “If you use all your ful relationship is developed. The smaller committees strength, I’m sure you can.” So the boy tried mightily and task forces that you will work on, the events you to lift, pull and push the branch but he couldn’t move will help plan, the programs you will help coordinate it. Discouraged he said, “Dad, you were wrong. I can’t by volunteering your time—that’s where you’re really do it.” His dad said, “Try again.” This time, as the boy going to develop working relationships with other struggled with the branch his father joined him and to- members.

44 Best Practices for the Gymnastics Business By building substantial relationships, you will also • Member Services Center; sometimes via a toll free learn more about the resources within the organiza- number tion, as well as additional professional organizations • Educational Grants for members that your new contacts are involved in that may be • Health and Life Insurance Programs relevant to achieving your objectives. • Video Library Professional membership confers a special status on • Discounted merchandise rates those who hold it. Memberships open a pathway to • Apprenticeship and Intern Programs join the rapidly expanding world of the professional; members who are found around the country, as well There are a number of professional membership op- as those in the international community of like-minded portunities in the gymnastics industry. individuals and organizations. Membership presents USA Gymnastics Professional members are able to opportunities for competition, professional recognition participate in sanctioned events, and receive Technique and access to educational forums. and USA Gymnastics Magazine. Members can renew The number of gymnastics business operations their safety certification requirement at no charge after has more than tripled since 1972, and the industry the initial certification. Members have voting rights and continues to grow and change rapidly. Growth in our also receive discounted admissions to Congress, meet- industry has thrust a major impact on our profession; ings, workshops and events. an impact we will continue to feel. The number and USECA members are provided some unique benefits variety of gymnastics related operations also continues such as access to valuable resource manuals (Drills to change. New jobs are appearing as the industry for Skills, Team Handbook, Conditioning and Training grows more complex. Coaches are more sophisticated Guide, etc.), logo embroidered polo shirt and monthly in their thinking and even more specialized in their newsletter. Members can also take advantage of the presentation. More is the operative word no matter Video Club and receive excellent educational informa- where you look throughout the industry: more large tion on tapes sent directly to them. organizations, more chains, more managerial positions Members in both organizations gain valuable indus- and titles, more variety, more development of new op- try leads and contacts through regular newsletters and portunities, more women and minorities. Being a part at special events. Job postings are provided for Mem- of a professional membership organization adds up to bers – giving them the inside scoop on employment more opportunity for you and your career development opportunities. According to a 1998 research report by or advancement. the John Hancock Insurance Company, while two out Typical Advantages of Professional Memberships: of three gym club owners report that they expect their business to expand, one of the greatest business con- • Large and prestigious organizational connections cerns of gym owners is finding and retaining qualified • Access to the leadership in the industry employees. Meetings and events can be your spring- • Professional networking at local, regional, nation- board to new professional horizons. Your membership al, and international levels fees help support organization programs, events and • National publications operating costs, and play a big part in helping the • Opportunity to attend Regional Conferences and membership grow. National Congresses There are lots of advantages to becoming a pro- • National, regional, and local seminars, workshops, fessional member. The true impact of a professional and symposiums membership comes from your participation with the • Professional Certification opportunities organization. Get involved. Once you’ve made the • Web Sites - resources about the industry on the commitment to join the organization, make a personal Internet commitment to helping that organization grow. By • Published and Internet Job Listings; service for moving forward and personally helping the organiza- members to post their resumes, review resumes tion achieve its mission, you will immediately start to for new employees, or look for a new job; jobs are see the fruits of your labor. typically posted for free as a service to members To truly be involved, do more than simply attend the • Vendor Resource Guides meetings. Sign up to become more active in one of • Local, national, and international competitions the organization’s committees. Help plan an upcom- • National and Local Awards and Honors ing event. This is the way you will meet people and get • Programmatic Accreditation for colleges and uni- traction on achieving those initial objectives. versities

45 Best Practices for the Gymnastics Business Don’t just join a professional organization so you can 1. What is said here; stays here. “claim” membership, placing a certificate on the wall If you are afraid that confidential information will be or listing your membership in promotional material; leaked inappropriately, you will hold back your opin- involve yourself in the organization and take advantage ions and guard your words. A management team must of the networking opportunities. The more you engage trust each other to keep confidences, or it will never be yourself in the organization, the more you will receive able to create a comfortable climate to have a candid from your participation. Be an ACTIVE member! discussion. If someone leaves a meeting and says to an outsider, “Charlie didn’t want to support this new policy and he really got angry with Janet when she Conducting effective said...” he or she has broken the seal of trust. Com- staff meetings ments like this can undermine decisions and create a paranoid and negative political climate. Most people say the meetings they attend are a waste of time and energy. Are you looking for a way to 2. Disagree in private; be united in public. improve your meetings? Come up with a set of ground A management team that is unwilling or unable to de- rules that everyone agrees to live by. It will give the bate and disagree is doomed to be fundamentally weak leader—and participants—a way to rope in disruptive and ineffective. Lively debates usually produce the best, behavior and set expectations that will create a healthy workable solutions to complex problems but once that meeting environment. All meetings must have a set solution is reached, a united front is required to sustain written, pre-published agenda with a beginning time it and enforce it. and end purpose in mind. We know what happens when children try to get their • Team members will arrive in the meeting room at way by working on the lenient parent. The same thing or before the published start time and will return often happens when employees know someone who from breaks at or before the appointed time doesn’t support a policy or decision. Just as parents • A meeting leader and recorder will be appointed need to be united on decisions at home, managers or selected need to show united support to one another. If a man- • A designated timekeeper will manage the meet- ager walks out of a meeting and says to an employee, ing’s time constraints “Well, I certainly don’t support that decision...” or “Only half of the management team supported that • Team members are collectively and individually decision because it favors their departments,” the en- responsible for ensuring the team follows meeting tire management team’s credibility is weakened. protocols. Anyone may ask for a process check • A list of action items, owners and timeframes will 3. Silence is agreement. be kept We all know about the ‘meetings after the meeting’ — • Issues that are not relevant to the current agenda the closed-door conversations where everyone shares will be “parked” for future discussion and action their true feelings. Healthy decision-making requires that all opinions be put on the table. If someone • The team will avoid or control interruptions to the silently disagrees, it isn’t fair to the rest of the team. meeting such as: Then, if the person walks out the door and badmouths – non-meeting (or other) work the decision, the person undermines the integrity of – audible beepers/cell phones the process. – unnecessary absence from the meeting side conversations 4. Attack problems, not people. – inappropriate distractions This is an old ground rule but it’s still a good ground • Everyone should contribute fully, but only one rule. People need to feel safe enough to voice their person at a time speaks honest opinions. If someone in the group jumps down your throat or attacks with a sarcastic remark, you are • Meetings will be evaluated at closing, using the likely to either retaliate or shut down completely. In start, stop, continue process either case, open dialogue is dead. • Team members will make a strong effort to stay for the entire meeting 5. Listen without interrupting. • Meetings will end on time This may sound simple, but in the heat of a discussion people tend to spend their energy defending their own

46 Best Practices for the Gymnastics Business position instead of listening to the thoughts of oth- Make it a priority. Never assume that your staff ers. During meetings, soft-spoken members’ ideas are automatically knows what they’re supposed to be sometimes ignored, aggressive members tromp over doing. Clear and concise objectives are as vital to the words of others and eager participants are so busy your employees’ performance as equipment is to generating ideas, their enthusiasm causes them to your gymnasts. jump in before others are finished speaking. A leader’s • Give them a real voice in the company’s job is to keep the participation balanced and safe for future. Don’t just let employees set their own all. expectations. Let them have real input into the company’s future. No matter how often you tell 6. Proactively manage the agenda. your employees “this is your company, too,” if Meetings without a clear agenda are destined to spin they have no real say-so, it’s just lip service. Col- wheels and frustrate the participants. Wise leaders laborate with them. Solicit their ideas and contri- know that a well-managed process is as important as butions. More precisely, actually take their advice the group dynamics. A short time frame should cause and run with it. If you don’t trust your employees the agenda to be shortened to the vital few topics. enough to help shape your company’s future, why A controversial topic may be the only item on the did you hire them in the first place? agenda. A topic requiring a decision should require the attendance of all stakeholders. For a meeting to be suc- • Make sure their work is meaningful. Take ad- cessful, the process must be designed to fit the results vantage of the talent in your organization. No one you want to achieve. likes busywork or routine, mind-numbing tasks. Give your employees challenging assignments and expectations that stimulate their minds and that Employee performance have a real impact on your organization. If you As a business owner, you need to enlighten, motivate, sense that an employee is just going through the and ultimately inspire your employees. There are many motions, take him to lunch and ask, “What would models and systems available to help you accom- challenge you?” Ask him to come up with a new plish that goal. Inspired leadership focuses on results; product or service or process for your company establishing clear goals and expectations for what you and then let him be in charge of the project. It’s are trying to accomplish and requires involving your amazing how few leaders really do this—but it’s a employees at all levels. It all begins with a few best tremendously empowering and inspiring gesture. practices for results-based (also known as performance- based) management: • Tell your employees it’s okay to take risks—in fact, it’s expected. A big part of being successful • Share your vision with your employees. You involves Risk; without it there can be no signifi- must run a completely transparent operation. cant gain. Just like innovation in gymnastics takes With results-based management, employees need place by those athletes willing to take the risk to to have a sense of ownership. They know beyond try new skills, you need to make the possibility the shadow of a doubt what your company stands of failure OK. This is the real reason you need to for and where it’s going. If they don’t know the keep the “big picture” in front of employees at all big picture, how can they make it their own? times—it helps them take calculated risks aimed Besides, when employees have a clear picture at advancing not only their own expectations but of your mission and vision, the expectations you also your corporate vision. When people are free help them set will make sense to them. They’ll be to take risks, they are likely to explore multiple more likely to buy into and achieve the intended possibilities and find unexpected solutions. They outcomes. will own these solutions and hold themselves • Work with your staff to set challenging, yet accountable. To inspire risk-taking in your employ- attainable goals. Just like you work with your ees, take risks yourself. In this way you model the gymnasts to help them develop their goals so creative spirit you want them to embrace. you can create a plan to help them achieve those • Put systems in place for measuring productiv- goals, work with your staff on their performance ity. The whole point of a results-oriented culture goals. That’s right, work with them. Don’t impose is to help employees become more productive. expectations on your employees. In order to get That’s why you must be sure not to confuse buy-in, you need to make certain that the work- activity with progress. There is a big difference ers have helped create their objectives. Sit down between being busy and being productive. Put with employees and hammer out goals together.

47 Best Practices for the Gymnastics Business systems in place for measuring productivity and • LISTEN to their ideas for correcting the problem. live by them. What gets measured gets done. Do Solicit their “buy-in” and be prepared to negoti- everything you can to eliminate redundancies and ate to an agreeable solution. make sure your people understand that being • LET them know what positive or negative conse- busy is not the same as being productive. Your quences will occur if the problem is corrected or gymnasts can spend a lot of time in the gym; their not. Indicate payoffs, penalties, rewards, or pun- success depends on how productive that time is. ishments for accepting or rejecting the solutions The same rule applies for your staff. for change. Avoid threatening or making commit- • Give both formal and “real time” feedback ments you cannot fulfill. often. Establish ongoing (recommended quar- terly) evaluation processes so people can get feedback on how well they’re meeting their The seven habits expectations. But don’t limit feedback to formal of highly effectivE assessments. You should tell people in “real time” gymnastics professionals what they’re doing wrong so they can correct it, In 1989, Stephen R. Covey wrote a best-selling book but it’s even more important to tell them what entitled The 7 Habits of Highly Effective People. In it, they’re doing right. Spontaneous coaching is one Covey explained habits that assist people in becom­ of the most critical elements of a positive-value ing more effective and successful in their professional culture. It is the pathway to productivity. This kind and personal lives. This book continues to be one of the of feedback refines the processes by which em- most widely read books on the market. Although the ployees meet their expectations today, and paves book is targeted to the successful business executive, the way for them to meet ever-more-ambitious the strategies presented by Covey are entirely relevant expectations in the future. and applicable to the Gymnastics Professional. The seven habits apply not only to working with students in In the Appendix is an Employee Performance Plan classes; they are relevant in many aspects of one’s career. worksheet that helps an employee create a set of writ- Covey (1989) defined a habit “as the intersection of ten goals and objectives. knowledge, skill, and desire” (p. 47). This means that habits are a matter of knowing what needs to be done, Giving feedback checklist knowing how to do it, and wanting to get it done. • Focus on the BEHAVIOR rather than the person Habits are important because they determine one’s • Focus on ACTUAL EXPERIENCES rather than judg- behaviors and shape one’s character. Like physical skills, ment habits are developed and learned. Thus, to create a • Focus on SHARING INFORMATION rather than giv- good habit, one must address all three dimensions: the ing advice knowledge, the skill, and the desire. • Focus on TIME AND PLACE specifics The seven habits that Covey identified are based on • Focus on the AMOUNT OF INFORMATION the effectiveness. Taking those habits and translating them employee can receive to the Gymnastics workplace, more specifically to • Focus on ALTERNATIVES rather than single an- teaching the sport, is not a stretch. In fact, it makes a swers lot of sense. The habits can be applied to working with • Focus the feedback on the VALUE TO THE RE- students or colleagues. Adapted from a similar article by CEIVER rather than on the relief it provides for the LeeAnn Martin, this piece will focus on how the seven sender habits can help Gymnastics Professionals work more • Set up a TWO-WAY COMMUNICATION process successfully with administrators and other teachers. • GET COMMITMENT to a resolution 1. BE PROACTIVE. T.E.L.L. model of giving feedback Being proactive is considered the most basic habit • TELL them, specifically, about the exact behavior of the effective person. This goes beyond just tak- you want repeated or is problematic (and there- ing initiative; it requires taking responsibility for fore, to be corrected). Be objective and beware of behaviors. Highly effective people do not blame their taking a position about your observations. behaviors on their circum­stances or situation. They • EXPLAIN what results or implications are created understand that their behaviors are products of their by their actions either negative or positive. Do not own choices. Reactive people, on the other hand, are blame or attack (use “I” statements). affected by their physical, social, and psychological

48 Best Practices for the Gymnastics Business environments or stimuli. They react to and blame their cern: they complain and blame their situations on the behaviors on their surroundings, the people with whom environment or on the behaviors of others. Proactive they work, and how they are treated. For example, a people spend their energies on things they actually reactive coach will blame his or her inadequate teach- can change or influence. ing on the lack of equipment or something unexpected Does the circle of influence increase in size? Of course! (such as the sudden loss of a facility). The reactive In teaching, there are always things the teacher cannot teacher will blame ineffective teaching on how he or con­trol, such as the students who are absent from class she was treated by a coworker. A reactive response al- (which can wreak havoc on sched­uled work outs), or lows the person to avoid responsibility. other teachers not showing up as scheduled (forcing Proactive coaches not only take responsibility for their other coaches to adjust their plans). No amount of teaching regardless of their physical, social or psycho- com­plaining or concern can change such things, logical environment; they are “value driven.” Their and these attitudes give opportunities for others to behaviors are determined by what they hold important. view the coach as a negative, worrisome person. Why Highly effective Gymnastics Instructors teach well, not spend energy focusing on alternative activities for a regardless of their environment, because they are com­ make-up day, a different day for combined age-group mitted to their values and principles. Proactive people activities, or an abbreviated lesson for the shortened do not allow others’ behaviors or situations to influ- class time? These ideas would be far more productive ence them, because they are able to focus on what and effective for the students, and others will view is best for their students. the teacher as more up­-beat and positive. The coach Suppose there is a gym owner who does not ap- has not changed the students or other staff, but she preciate PreSchool or Recreation classes, and his or has controlled the situation in a more effective way. her behaviors indicate little support for the program. When the owner or co-workers are unedu­cated As a result, the instructor learns that he (each example about PreSchool classes and fail to support it, reactive­ throughout will alternate “he” and “she”) will lose people complain about co-workers and blame their his event rotation multiple times because there are own ineffective teaching on lack of support. Proactive other, “more important” uses for the equipment. In people look for ways to educate colleagues, creat- situations like these, the PreSchool teacher can choose ing avenues of communication (memos, newsletters, one of several responses. He can accept it, buy into it, invitations to attend / observe classes, etc.). As a result, and behave as though he believes that it is accept­ colleagues better understand what is happening in the able to diminish the importance of his classes. Sec­ gym. Colleagues may even begin to educate the par- ondly, he can use it as an excuse to teach poorly and ents, other teachers, and the Booster Club about what put minimal effort into teaching and planning because PreSchool gymnastics encompasses and needs. “it won’t do any good.” As a third response, he could Being proactive depends largely on how much become argu­mentative and demanding, probably trig- individu­als are willing to work on themselves and their gering deteriora­tion in the relationship he has with responses. In other words, they take responsibility his boss. Or the teacher can choose a fourth re- for their actions. This behavior will, in turn, begin to sponse. He could see it as an opportunity to educate influence others. his owner, the parents of his students, and the other teachers about the importance and uniqueness of 2. BEGIN WITH THE END IN MIND. PreSchool classes. The pro­active person chooses the last To begin with the end in mind, one must visualize response, a response that does not empower someone the end of one’s life as a frame of reference. Individu­ else’s weakness to control them. Proactive coaches als should ask, “What kind of person, or teacher, or are driven by the values and principles that, hopefully, friend, or partner do I want to be remembered as?” This caused them to become teachers in the first place. becomes the criterion by which effective people govern Another aspect of being proactive is to make the their behaviors on a daily basis. “Does the behavior I ex- choice to spend energy in productive ways. Covey hibited today contribute to the image of how I want to suggested that all those things that concern an be remembered?” By identifying what is important, individual fall within a “circle of concern.” However, one has a map or a compass for everyday behaviors. not everything that concerns teachers is within their Gymnastics coaches, then, should imagine how they control to change. Those things that teachers can want to be remembered as a teacher or colleague. indeed alter fall within the “circle of influence.” Why Thus, their teaching, interactions, and conduct should should teachers waste time and energy on things over support that image. This concept of identifying an which they have no control? Reactive people spend a end product and “going backwards” is not uncom- significant amount of energy within the circle of con- mon. It is not unlike exam­ining the goals and objec-

49 Best Practices for the Gymnastics Business tives identified within the curr­iculum. All lessons and league. Thus, responding to the parent’s message is activities should support, in some way, meeting those viewed as urgent, and wanting to maintain a strong objectives. As coaches develop their lessons, their objec- working relationship with the parent would be impor- tives, and their curricular activities, they need to judge tant. whether they will contribute to creating the gymnast Activities that are both urgent and important they envision. (sometimes considered crises) can be all-consuming. It should be relatively easy to identify the type of If the majority of one’s energy is used to address crisis teacher one wants to be remembered as, and then situations, stress and burnout can result. If most time is make the choice that daily behaviors will support this spent in crisis manage­ment, people have little time picture. Many organizations create mission or vision and energy to focus on things that are important, statements ­that are generally examples of the but perhaps not urgent. Things that are deemed “end product.” Covey suggested writing a per- important often revolve around building relationships. sonal mission statement. It is important for individuals But because the results of one’s attention to these mat- to identify what is “deeply important” to themselves.­ ters may not be immediately visible, and the need to That becomes the definition of success or the defini­ cultivate relationships with colleagues is generally not tion of oneself as the highly effective coach. “What urgent, people tend to neglect them or put them is my vision of myself as a teacher? As a person?” This on the back burner. should become one’s personal creed and standard For teachers, urgent issues arise on a daily basis. A for behaviors. Ineffective instructors cannot articulate child gets hurt in class or the teacher comes to the the type of teacher they want to be or the type of gym to find an angry message from a parent. Covey gymnast they are trying to create. They work isolated did not suggest ignor­ing urgent issues; rather, highly from personal standards. effective coaches also purposely spend their time on A personal mission statement allows someone to activities that are impor­tant, especially those that be pro­active, because the person has determined his are not urgent and important. This is often difficult. or her direc­tion and values. Lives should center on Although being a physically active individual or a good principles, because principles can bring alignment and role model for a physically active lifestyle is impor- perspective to other aspects of one’s life. tant, it is very easy to neglect exercise because of matters that are perceived as urgent. In other words, 3. PUT FIRST THINGS FIRST. people sacrifice their workout because physical activ­ity is Habit three is the physical creation, fulfillment, and not urgent. However, highly effective people make the actualization of what has been created through time to exercise, because it is important. Highly effective habit two (one’s per­sonal, principle-centered mission). people prioritize these activities and put much effort Logically then, the first two habits are prerequisites to into them. In other words, they put first things first. the third. Habit three focuses on effective self-manage- Over time, by spending more energy on those things ment. Individuals must use self-discipline and indepen- that are not urgent but are important, the number dent will to behave accord­ing to their principles. This of urgent activities can be decreased. For example, if is what compels people to do things that they would having collegial relationships is important, and energy rather not do, but know need to be done. Self-disci- is spent by building these relationships, there may pline and independent free will also prevent people be fewer colleague-related crises to which one must from operating on impulse. In other words, one respond. Perhaps a coach has been struggling with a must follow principles and put first things first. particular recreational class teacher in the gym. The class Habit three involves identifying and prioritizing teacher just doesn’t seem to see eye-to-eye­ on many short-term and long-term goals. Personal goals issues, and the teacher is highly critical of the coach. If should reflect one’s mission, and behaviors are driven the coach nurtures the relationship, the class teacher by them. Yet, teach­ers often face situations that may criticizes him less; there is greater understanding of not fall neatly into their personal goals. what he does, and their interac­tions become pleasant, Covey explained that situations can be categorized because the coach was proactive in developing a posi- as urgent or not urgent, and as important or not tive working relationship. As a result, the coach will find important. Urgent issues need immediate attention. he has to devote less time to responding to misunder- This could be a message from a parent saying “Call standings or accusations. me ASAP!” Important activities generally contribute Besides minimizing crises, one can also create more to one’s mission and values. For example, this could time to tend to important issues by getting better at include how a teacher wants to be viewed as a col- saying no. By prioritizing and beginning with the end

50 Best Practices for the Gymnastics Business in mind, individu­als are better able to say no to things who desired it based on need. Better yet, teachers that are not important to them. The ability to say no could work together to determine who might have the helps people to say yes to things that support their highest need on certain days, and decisions would be personal mission. Highly effective people can do this mutually beneficial - even to the point of the teachers because their habits “become deeply planted in their modi­fying their schedules to accommodate one another. hearts and minds” (Covey, 1989, p. 158). Clearly, the latter is a win/win situation. Of course, being organized helps to generate more Which is best? It depends on the situation. How time to work on important things. Covey suggested people answer that question is based largely on the that people organize their schedules by the week rather relationships they want to cultivate. If a teacher is rela- than by the day. Covey suggested examining the var­ied tively unconcerned about the issue, but wants to cre- roles one must fulfill in life (such as partner, teacher, ate or maintain a positive relationship with a co-work- parent, etc.) and then scheduling the week around er, conceding to the co-worker (a lose/win situation) the things that need to be done in terms of those might be appropriate. However, if individuals­ strive to roles and the goals associated with them. always have a win/lose situation in the school set- Putting first things first involves making choices ting, the relationship with the other person will suffer. con­tinuously, and it can be done only if there is a clear On the other hand, in a scenario where a colleague articula­tion of one’s goals. is clearly in the wrong or wanting to do something inappro­priate, a win/lose situation is what one 4. THINK WIN / WIN. might want to create. The win/win scenario seems to Win/win is a philosophy that one uses to have mu- be the one that fits most situations, and does not harm tually positive interactions with others. In other words, relationships with peers, co-workers, or even students. when there are problems that must be solved in the Developing win/win situations is based to a great workplace, the “agreements or solutions are mutually extent on the first three habits. Without being pro- beneficial, mutually satisfying” (Covey, 1989, p. 207). active about living one’s principles, it is not possible to When everyone feels positively about the resulting consider others’ feelings while staying focused on core decision, they will work harder to support it. It creates values. Individuals must have the strength and com- a cooperative, rather than competitive, environ­ment mitment to do what they value as a teacher, without in which there are no losers; thus, no one succeeds offending or “defeating” a coworker­ that they must based on someone else’s failure. Win/win is distinctly face every day. This consideration for others allows differ­ent from an environment where someone wins effective coaches to celebrate victories of colleagues, and some­one loses (win/lose or lose/win) or where instead of resenting them. It allows people to help everyone loses (lose/lose). others succeed. These behaviors will nurture any rela­ A lose/lose situation is severely counterproductive. tionship. If all parties involved can set aside personal Here, individuals compete against each other to ego and are committed to win/win, one can imagine extremes so that no one can win. Feelings of anger the possibilities of work that can get done and the be- and even revenge can result as the other person is haviors that are modeled and taught to students. And, seen as the “enemy.” In fact, people in this situation with all the positive energy that will exist, there will be often lose sight of what they are fighting for, because little room for negative energy and thinking. the energy is focused on the battle. In a gymnastics work environment, win/win means 5. SEEK FIRST TO UNDERSTAND, that one does not work to compete against other THEN TO BE UNDERSTOOD. teachers or programs in the gym. For example, in one This habit deals with empathy and the ability to gym there might be limited use of a certain space that diagnose before prescribing an answer. Most people is desired by two coaches. The owner could em­ploy are usually more concerned about being understood, a sign-up sheet to schedule use of the space, produc- without understanding the other person first. Empath- ing a competitive environment where teachers would ic listening is listening with the intent to understand.­ literally race to the sheet. This would create a win/lose Part of how one understands how someone feels is to environment. The competition for space could become hear the other person’s words, and watch his or her so argumentative and negative that a lose/lose situ- body language or behaviors. ation would result if the owner said, “Fine! I’ll do the As Covey observed, people learn how to do assignment of space, regard­less of when you want or three of the four forms of communication: reading, need the space!” Alternatively, the owner could allot writing, and speak­ing. But the fourth form, listening, is a specific amount of time or days to each teacher rarely taught. Yet, listening is critical to good communi-

51 Best Practices for the Gymnastics Business cation. Truly listening to and understanding someone because they are preparing what they are getting is a relationship-nurturing activity. The more people ready to say. In this situation the person speak- show they are genuinely listening and understanding, ing rarely feels understood. Yet, if efforts are made to the more the other person is willing to communicate understand others, they are more likely to do the with them. same. Empathic listening allows one to be understood For example, being misunderstood by class teachers bet­ter, thus increasing one’s circle of influence is one of the struggles many Team coaches face. The (described ear­lier). Perhaps the reason a gym owner coach may know he is doing the right thing in the and some parents do not support a coach is that they gym, yet may be criticized by a particular class teacher lack understand­ing of what the coach is teaching, because that teacher does not value the teach­ing of and they are reverting to their own perceptions of certain skills. In fact, the class teacher wants her stu- gymnastics training. When people listen empathically dents to come to gymnastics and just “have fun.” The and seek to understand another’s perspective, they can coach invites her to accompany­ her class in the gym, better address the issues. to take part, and to get a more realistic view of what Seeking first to understand is within one’s own the coach does and is looking for. She fails to do so, and power; thus it is, like all behaviors, a choice. By seek- the coach becomes increas­ingly frustrated because of ing to under­stand, a person can truly understand her criticism. Finally, they decide to meet after practice where others are coming from, allowing one to make one day. The confrontation the coach may have been better, more inform­ed, decisions. dreading evolves into an open discussion and “tutor- ing session” of sorts. However, it is not a matter of the 6. SYNERGIZE. coach explaining to the class teacher what actually Covey (1989) stated, “Synergy is the essence of prin- occurs in the team setting. It turns out that the coach, ciple-centered leadership” (p. 262). Synergy is com- too, was uneducated about the class teacher’s situa- bining, joining, and blending all parts to create a more tion and what she did on a daily basis. Both agree that powerful, more creative whole. In essence it means they will each visit each other’s teaching environment. that the whole is greater than the sum of its parts. It is The class teacher attends team workouts with her class about creating momentum as a group to accomplish for several sessions, and the coach goes to her rotation more than each person could do independently. This during several class periods. In observing her class, resembles partici­pation on a team, where the energy the coach begins to understand the challenges she and momentum created by the team exceeds by far faces: her class is squeezed into a small area of the what could be generated by each of the individual gym, causing multiple interruptions during the day; her members of the team. class includes many challenging children whose disrup- In teaching, many situations require group participa- tive behaviors are minimized in a movement setting; tion, such as committee work or departmental tasks. and she has more students than most teachers in the The process can initially feel chaotic and confusing. But gym. Together, they develop a plan to relieve some suddenly the group finds direction, and excitement of the stressors they both face. The coach agrees to emerges. It is as if the entire group becomes focused. incorporate play-based activities and to visit her class Syn­ergy requires trust, openness, and receptivity. It also with more frequency to assist her. She goes to team requires empathic and respectful communication. And workouts with her class to get some ideas on new it results in a win/win environment. conditioning drills and learn spotting skills (which Most people have had group experiences with the may encourage her to more fully engage her stu- oppo­site result. Perhaps the group never generated dents). They develop a positive relationship. The coach momentum, or perhaps momentum was lost because is no longer angry and bitter with her, and she no the necessary level of communication failed to occur. longer criticizes the program. Both win and this could As a result, enthusiasm, interest, and membership was not have happened if the coach was not clear on his diminished or eliminated. own principles, yet willing to compromise. Yet it was Suppose a coach must share the new gymnastics not until the coach truly understood the class teacher’s equipment in the gym. She and the other teachers situation that he real­ized why she was so critical of him. want to schedule the equipment at the same time. Being understood is also part of this habit, but people Both could argue and disagree to the point where the are much more willing to understand a person if they owner refuses to let either of them have the equip- feel the person understood them. Most people have ment when they want it (lose/lose). They could draw worked with colleagues who are quiet when they straws, where one person wins and the other loses are spoken to, not because they are listening, but (win/lose or lose/win). They could take turns each

52 Best Practices for the Gymnastics Business day, using the equipment while it was available logically expect that people who live their core values (compro­mise). Another alternative is to synergize. Here, will be very much “at peace” spiritually. the teachers would understand each other’s needs A lot of gymnastics coaches have challenged their and desires. They would listen to each other and to mental di­mensions by going to college. Most contin- other instructors, perhaps at a staff meeting. They ue to do so by working on advanced degrees on con- would brainstorm and generate alternatives. Perhaps tinuing education. Covey pointed out that addressing they could both use the equipment at the same one’s mental dimension does not require classes. It time by creating stations, generating related and sup- can be accomplished through any of a number of porting activi­ties that could be done simultaneously, endeavors, and proactive people find those avenues. arranging equip­ment in new ways, or using nontra- Writing and reading can contribute to intellectual­ and ditional or old equipment to do the same gymnastics cultural growth. Serving on a volunteer committee­ skills. can be quite challenging. When coaches learn new In order to synergize, one has to be willing to see activities or drills to teach students, they must research, the different perspectives of others. Effective coaches read, and perhaps learn new skills, all of which are recognize that what they see and perceive may not mentally stimulating. Effective individuals think of what be the only way. This makes them more receptive to challenges them, and they do it. new ideas and more willing to accept alternatives. This Covey argued that an individual’s emotional life affirms others and helps to build trusting relationships revolves around relationships. To enhance the social/ with them. Will others, as a result, be more likely to ac- emotional di­mensions, people must examine their cept ideas? Probably so. interactions with others and ensure that those interac- It may be difficult to get all of one’s colleagues to tions incorporate habits four, five, and six. The interac- work synergistically. Some just refuse, but that should tions do not necessarily have to occur with friends; not pre­vent individuals from listening empathically, interactions with co-workers or the gym owner fall from seeking to understand, from being open to within this dimension, as well. others’ ideas, and from continuing to create posi- Most people have been in situations where they tive energy. Covey suggested that the seven habits have dreaded a necessary conversation or what might themselves are synergistic. They are more effective be pre­dicted as a confrontation. Perhaps by accident, in sum, rather than independently. both people practiced habits four, five, and six. After the conversation, both felt renewed, excited, relieved, 7. SHARPEN THE SAW. and optimistic. They may not have recognized that they To “sharpen the saw” is to take care of oneself. Covey were accommodating their social/emotional dimensions; (1989) referred to it as “investment in our­selves” (p. they just knew that they felt good afterwards. 289). Generally speaking, it is each person taking care Covey also suggested that one can be rewarded of his or her physical, mental, social/emotional, and in the social/emotional dimension by service to others. spiritual dimensions. This is what enables someone to Most people know how personally rewarding it is when be effective and productive. Taking the time to sharpen they do some­thing for someone on a volunteer basis, the saw is being proactive. If individuals address habit for no compensa­tion (or, in many cases, recognition), seven, they are giving themselves a greater ability to only because they want to help. practice the other habits. Effective people make a conscientious effort to The physical dimension is evident to gymnastics sharpen the saw. They are proactive about taking instructors because it is what they teach and profess care of them­selves because they know it makes them each day to their students. It is about taking care more productive and positive, while receiving personal of the body. Adults often say, “I don’t have time to satisfaction at the same time. exercise today,” but if they viewed physical activity as a necessity, they would not omit it. Effective individuals take the time to exercise. CONCLUSION The spiritual dimension revolves around one’s value Although these habits were not written specifically for sys­tem (habit 2). It is what inspires each person. Some Gymnastics coaches, they certainly apply. The infor- people meditate, some reflect quietly in a peaceful mation pre­sented here does not include all of Covey’s place, some read scripture and pray, others find soli- concepts, but it is hoped that it captures the main tude in nature. Working on one’s spiritual dimension ideas and suggestions. You are probably thinking that often means going back to the personal mission state- cultivating all these habits will produce no benefit if ment and seeing life through that vision. One can the people with whom you work do not do the same.

53 Best Practices for the Gymnastics Business However, as some of the examples have shown, it may not be necessary for the other person to prac- tice each of the habits. Furthermore, by your behaviors you can assist others in practicing the habits. If you listen empathically, the other person is more likely to listen to you. If you seek to understand the other person, they are more willing to try to understand you. Attempting to apply all seven habits at once is not pos­sible if you choose to do it correctly. It is best to focus on the first habit, and implement it to some degree before applying the next. In fact, some are prerequi- sites to each other. Practicing habit one means you take charge. Habit two involves the creation of your mission. Habit three is the actualization of your mis- sion. Habit four is the way you should accomplish your mission. Habits five, six, and seven allow you to be effec- tive with others. And habit seven allows you to practice all the other habits better. These habits not only help you become more effec- tive as a colleague in a gym, they help you become more effective as a teacher, a partner, a parent, and a friend. The best start is to recognize that the ability to become an effective gymnastics instructor is in the hands of each person ­— it is a choice.

PAID ADVERTISEMENT Chapter six Risk Management

Risk management damage impacting your organization. Risk manage- Risk management has always been a key issue for ment is systematically identifying threats (risks) of injury the Gymnastics industry to address. However, with in your organization and developing ways to minimize recent events surrounding matters related to the insur- those occurring. You are likely already practicing risk ance industry, risk management is now possibly the management to some degree, but it is important that most important issue facing our industry. Demonstrat- you formalize what you do. ing good risk management practices is a proven way Risk management involves developing policies, to reduce Gymnastics-related injury and can also assist systems, and procedures. You cannot eliminate risks in reducing the number of negligence claims made completely, but you can manage them appropriately against the sport. and educate your staff about them. Risk management Everyone deals constantly with a variety of poten- and education needs to become a part of the culture of tial risks on a daily basis. Just by getting into the car your organization rather than being seen as something to drive somewhere we face the possibility of injury separate. Even if the process used is informal, it should to ourselves or others, and financial loss if we break be documented and based on a known system. the law speeding to our destination or if we damage Risks can generally be grouped under four headings: our car. Somehow, among these and other risks, we manage to continue with our lives. Risk is not some- 1. Physical – injury or damage to persons or property thing we can avoid completely, but it is something 2. Legal – breaching legal obligations we can manage. Risk is not something we even want 3. Moral / Ethical – harm to your organization’s repu- to eliminate, risk makes life exciting. Hazards, on the tation other hand, should be eliminated in order to reduce the 4. Financial – loss of assets of the organization possibility of catastrophic injury. Participants involved Some examples of risks include: in Gymnastics activities cannot be expected to accept injuries as part of their chosen pastime, and individuals • Insufficient qualification of staff and organizations providing these opportunities must • Apparatus and Equipment failure take action to prevent things going wrong. • Attracting too many participants for an event There is an enormous amount of information avail- • Discrimination or harassment able on safety, risk management, legal and insurance • Injury to a staff member, spectator or participant issues, and the task of developing a risk management • Negative publicity plan can seem daunting. Many individuals and orga- • Damage to the environment nizations choose to ignore the risk and hope that it is • Loss of property or theft something they will never have to deal with. Unfor- • Unsupervised activities tunately, ignorance is not an excuse and this posi- tion could prove costly in the long run. Something How do you manage risk? as simple as failing to educate the participant of the There are four main sections in risk management: risk of injury, even though it may be small, could be a identification, education, assessment, and treatment. breach of duty and place your organization at risk of a A safety and risk management audit can assist you to negligence claim. work through these stages by following a simple 10- A risk is any exposure to potential injury or loss or step process to developing a risk management plan.

55 Best Practices for the Gymnastics Business In summary, the 10 steps to develop USA Gymnastics a risk management plan are: Safety and Risk Management 1. Make a commitment as an organization to risk USA Gymnastics offers a Safety/Risk Management management. certification course that is continually updated and 2. Identify all hazards and possible risks. available online or as part of a live workshop. The 3. Assess the level of each risk. primary goal of this course is to emphasize the 4. Decide to accept or manage each risk. importance of risk management as part 5. Determine management options for of an overall safety program. The all unacceptable risks. course has been designed for a va- 6. Formalize your risk manage- riety of audiences - gymnastics ment action plan. coaches, teachers, instructors, 7. Implement your manage- club owners, meet direc- ment options. tors, judges, athletes and 8. Communicate informa- others. The course covers tion to everyone affected. risk management; envi- 9. Review your risk manage- ronmental, program and ment action plan on a legal factors; sports injury regular basis. care and special gymnastics 10. Identify any new risks and safety factors. The course update your plan addresses the two basic areas Audits are useful tools as a of risk in gymnastics - risk of starting point to identify risks. injury, which is the primary risk, However they are not definitive and and risk of a lawsuit. Safety Certifi- each organization will have issues that are cation helps better prepare the gym- specific to them that must be considered. nastics professional to be more vigilant and more likely to foresee potential problems. Certification An example of the sorts of questions appears to reduce the incidence of catastrophic injuries you might find in an audit include: and enhances professionalism. Use the USA Gymnastics website at www.usa-gymnastics.org to register for an • Does your Board or staff meet regularly with all online course or find a live workshop near you. decisions and actions documented? Suggested duties: • Is the annual report or meeting minutes circulated The laws pertaining to voluntary participation in to all members? hazardous activities vary from state to state. Generally, • Are all financial transactions accurately recorded? the operator of a dangerous activity has a number of • Does the organization have the following in- responsibilities to provide a safe environment for their surance coverage - public liability, professional participants: indemnity and director’s and officer’s liability? • Are your rules, by-laws and practices non-discrimi- • Supervise the activity appropriately natory? • Properly plan the activity • Do you have a clear plan for the future that • Provide proper instruction describes what you want to do and how you are • Provide a safe environment going to do it? • Provide adequate and proper apparatus and • Have you considered the health and safety of equipment everyone in the organization and do you meet • Educate regularly OHSA regulations? • Provide emergency assistance • Do all coaches/instructors/leaders have appropri- • Keep informed ate, current education/certification? • Know your students • Does staff receive regular ongoing training to • Keep adequate records keep up to date on gymnastics standards? • Do you conduct risk assessments on all programs, Facility concerns activities and events? Since you don’t get a second chance to make a • Is there a clear procedure for reporting incidents, good first impression, it is imperative to keep the accidents and injuries? facility clean and attractive at all times. It is everyone’s

56 Best Practices for the Gymnastics Business responsibility to pitch in to keep the entire gym clean • Paint (touch-up) trim as needed. and organized. If staff sees paper on the floor, etc. it • Clean (wash) all interior skylights and windows. should be picked it up immediately. If staff notices litter • Detail vacuum carpets - corners and wall edges. outside on their way in to work, have them bring it in • Paint (touch-up) lobby and walls where necessary. and place it in the trash. A facility should be equipped • Paint cubbies, lockers, and file cabinet. with the best equipment and apparatus available. • Dust ALL cobwebs inside and outside. Constantly being re-supplied with new equipment and • Scrub exterior walls. mats, the gymnastics center must be cleaned daily. • Re-organize office supplies drawer in file cabinet. There is an axiom that states a customer won’t come • Mop, disinfect, and rinse all hard floors. to your business just because the bathrooms are clean • Clean all bulletin boards, banners and flags. but if the bathrooms aren’t clean a customer just won’t • Wash out all waste baskets/garbage cans (inside come. Much has been written about facility and equip- and out). ment specifications and recommendations in regard to • Clean all baseboards (scrub). safety. The USA Gymnastics Safety/Risk Management • Organize milk crate cubbies (put unused “stuff” Handbook remains one of the best resources available; away). it is highly recommended that all gymnastics profes- Create and administrate a regular cleaning schedule sionals read and follow this comprehensive safety and like the one above. Keep staff busy whenever they risk management guide as it relates to facilities, appara- are not performing regularly assigned duties by going tus, and equipment. through a checklist of additional special duties like the ones listed. This creates the image of a clean and safe Cleaning schedule environment that is key to sound risk management. DAILY: The collateral advantages include an active and busy employee and increased and improved maintenance of • Keep lobby clear of litter (leaves, lost & found the facility. items, papers, etc.). • Use carpet sweeper to keep floor clean. • Keep TV area clean (magazine rack straightened, Opening and closing procedures chairs in place, etc.). It is important that specific procedures be established • Use duster to keep furnishings clean. regarding the proper opening and closing of the facility. • Keep front counter neat (registration forms & pens Simply because of the nature of our activities, if a gym available, no clutter, etc.). is not secure, substantial liability can result in the event • Use spray cleaner to clean all glass (inside & out- of an injury, even to a trespasser. This should include side) and all Formica. specific procedures for employees with keys to the • Wipe down counters, desks, TV, tables, cubbies, facility. bleachers, etc. • Thoroughly straighten, clean, and vacuum the Other facility related issues to be aware of include: beam/bar gym. • Parking areas • Organize all mats and equipment - stack, sort, and • Entrances and exits straighten. • Restrooms and Locker areas • Finish all filing. • Landscaping • Re-supply registration/waiver forms, birthday and • Lighting private lesson flyers. • Ventilation (circulation, heating and cooling) • Keep cubbie area clean and uncluttered. • Delivery areas/loading docks • Use long dust pole and knotted towel (to throw) • Sidewalks and walkways to clean cobwebs (ceiling, corners, walls). • Snow and ice removal • Use broom to sweep leaves away from outside • General exterior maintenance front door area. • Signage and notices

SPECIAL: Do not allow hazards to remain. If there is a danger- ous situation that requires immediate attention and • Clean and organize storage area and closets. correction, get it done.

57 Best Practices for the Gymnastics Business SAMPLE Maintenance Request Form

MAINTENANCE REQUEST FORM

Requested by: Phone No:

Location:

Request taken by: Date: Time:

Emergency: Yes _____ No _____ Reply Requested: Yes _____ No _____

Problem / Request:

Draw Location / Request (if needed)

Date needed if not an Emergency:

TO BE COMPLETED BY THE PERSON PERFORMING THE MAINTENANCE:

Date Scheduled: Date Completed: Rescheduled for:

Phone Response Date: Completed by:

Comments:

58 Best Practices for the Gymnastics Business Page 1 of 1 Equipment considerations In order to prevent MRSA: Regular maintenance and periodic inspections 1. Practice good hand hygiene by washing hands fre- coupled with a solid program of repair and replace- quently and thoroughly with soap and warm water ment is imperative to an effective risk management or using an alcohol-based hand sanitizer (the sani- program. A very effective way to manage risk as it tizer should maintain skin contact for at least pertains to equipment and apparatus is to 15 seconds and hand washing should last understand that even “heavy duty” at a minimum of 15 seconds). gymnastics equipment has a life expectancy and will not last 2. Take a shower with hot water forever. Mats wear out and and wash with soap (liquid an- become unstably soft or lose tibacterial soap, not bar soap) their uniformity; metal can following all activities. experience stress and fatigue 3. Avoid sharing personal and will eventually expire; items (towels, razors, and wood and wood laminate soap). is subject to environmental factors such as humidity and 4. Use a barrier like a towel ultraviolet light and will wear between your skin and shared out. Have a program of replac- equipment. ing equipment on an amortized 5. Wipe surfaces of equipment scheduled basis. Having new and before and after use. state-of-the-art equipment does 6. Clean and properly cover any open not eliminate risk but can substantially wounds like abrasions and lacerations with reduce the possibility of apparatus failure and a suitable bandage at all times. the hazards associated with old, worn equipment. An effective way to prepare and plan for equipment 7. Maintain clean facilities and equipment. replacement is to conduct an extensive equipment 8. Have gymnasts wear shoes or flip flops between audit that focuses on the date of purchase and life- events. expectancy of every piece of apparatus and mat in the 9. Do not ignore skin infections, pimples, pustules, gym. This audit needs to take place just one time but and abscesses, and report these to an athletic will need to be updated and maintained as new (or trainer, coach, and/or physician immediately. used) equipment is purchased or brought into use. Refer to manufacturer’s recommendations for ap- 10. Do not be afraid to contact a doctor if you do have paratus and equipment use, maintenance, repair, and a skin infection and you suspect you may have replacement guidelines. MRSA.

MRSA in Gymnastics The first and most cost effective suggestion on MRSA, which stands for Methicillin-resistant Staphy- how to clean your gym is to use a 1 to 10 ratio of lococcus aureus is a type of staph bacteria that is bleach to water solution for hard surfaces such as normally found on the skin (armpit, groin, and genital mats, medicine balls, thera-balls, and water fountains. areas) and in the nose. However, even though it is on Isopropyl alcohol and Hibiclens (an antibacterial solu- the skin, it does not normally cause an illness. When tion) are other options but are more difficult to use on this staph bacterium enters the body through a break a large area. Be sure and check with the manufacturer in the skin, it can cause an infection that looks like on what cleaning products are safe for their specific a pimple, boil or even a spider bite. It can also cause equipment. If a bleach solution is not safe to use on serious infections such as blood stream infections or a surface most antibacterial disinfectant cleaners will pneumonia. Methicillin-resistant Staphylococcus aureus work. Make sure to read the label or go to the prod- (MRSA) is resistant to antibiotics such as methicillin ucts website for more information on what bacteria and other antibiotics linked to penicillin. Anyone can the cleaner kills. There are also disinfectant sprays be at risk for MRSA but some more than others. These that do not have all the harmful chemicals that other individuals include recent antibiotic recipients, people products have. For instance, Sol-U-Guard Botanical participating in contact sports, children, individuals with does not use chemicals in their product. They a suppressed immune system, as well as people who only use natural germ busting plants to elimi- share personal items. nate bacteria.

59 Best Practices for the Gymnastics Business There is no easy way to clean porous surfaces such as that they are aware of the risks of their participation; the gymnastic floor, foam pits, and the vault runway. A this is typically done through consent forms and waiv- light coat of disinfectant spray can help kill some of the ers. Gymnastics professionals need to understand that bacteria on the surface of these pieces of equipment. they have a very serious and important responsibil- However, the best thing to do to prevent MRSA is to ity to protect their clientele, but lawsuits filed by the wash your hands during competition or practice and participants can occur even if all precautions have been shower immediately afterwards. taken. In the gymnastic setting it can be hard to clean every All participants (or their parent/guardian) should be item that athletes touch but here are some tips that required to acknowledge the risks of participation and can guide you: agree to abide by the rules of participation by signing a waiver and release form. Participants should also agree 1. When you are cleaning wear gloves to avoid get- to allow medical treatment, if it becomes necessary, ting yourself infected. by signing a “consent to treatment” form. Participants 2. Clean common areas where people gather daily. should acknowledge their readiness / preparedness to 3. Items that athletes come in contact with multiple engage in gymnastics activities by completing and sign- times like drinking fountains or doors need to be ing a medical history survey. cleaned daily. Gymnastics professionals must understand that a participant is least at risk when they are fully prepared 4. Clean chalk holders weekly. to perform the skill being asked of them. A participant 5. Clean the showers and locker rooms daily. should be mentally ready to perform by fully under- 6. If the facility has showering area make sure towels standing the skill and cognitively aware of what is are properly sanitized (hot water and added bleach). expected. A participant must also be physically ready to perform by being strong enough, flexible enough, powerful enough, fast enough and generally physically Participant considerations able to perform the skill. The participant must also be The laws pertaining to participation in hazardous emotionally ready to perform by being prepared on a activities vary from state to state but some responsibili- psychological level – not overly confident, not overly ties are universal. There are inherent risks involved in fearful and focused on the task. This performer readi- the participation in gymnastics activities; participants ness model is graphically depicted in the PROGRAM should be educated about these risks. Participants Chapter as the Gymnastics TRY-Angle. A gymnast that have the right to not be exposed to hazardous con- is mentally and physically able to accomplish the skill ditions; the operator of a dangerous activity has a and has the emotional foundation to perform will be responsibility to provide a safe environment for their concentrating on the task and typically tries harder. participants. Generally, a participant accepts responsi- This ultimately leads to a greater chance of successfully bility for their involvement in a dangerous activity by completing the skill and therefore less likely at risk of agreeing to accept responsibility and acknowledging failure and injury.

PAID ADVERTISEMENT Appendix I Physical Activity Readiness Questionnaire (PAR-Q)

A modified PAR-Q list of questions is shown below. It is recommended that athletes and/or parents of the athletes (if athlete is under 18 years of age) complete the PAR-Q prior to participation in gymnastics. If any of the following questions are answered with a “YES,” the athlete should be referred to a physician for further evaluation prior to participation (148, p. 224).

Participant’s Name:

1. Has a doctor ever said you have a heart condition and [ ] Yes [ ] No recommended only medically supervised physical activity? 2. Do you have chest pain brought on by physical activity? [ ] Yes [ ] No 3. Do you tend to lose consciousness or fall over as a result of [ ] Yes [ ] No dizziness? 4. Has a doctor ever recommended medication for your blood [ ] Yes [ ] No pressure, heart condition, or other disorder that could influence your ability to perform gymnastics? 5. Do you have a bone or joint problem that could be aggravated by [ ] Yes [ ] No gymnastics? 6. Have you developed chest pain within the past month? [ ] Yes [ ] No 7. Are you aware, through your own experience or a doctor’s advice, [ ] Yes [ ] No of any other physical reason against your exercising without medical supervision? If so, please explain:

Additional Questions

8. Have you ever had a neck injury, head injury, or concussion? [ ] Yes [ ] No 9. Are you currently or recently recovering from a significant illness [ ] Yes [ ] No (e.g., flu, mononucleosis, pneumonia, etc.)? 10. Do you have a convulsive disorder? [ ] Yes [ ] No 11. Do you have uncontrolled asthma? [ ] Yes [ ] No 12. Do you have an infectious skin disorder? [ ] Yes [ ] No 13. Do you have a history of a liver disorder, spleen disorder, kidney [ ] Yes [ ] No disorder, or detached retina?

Parent Signature Date

Athlete (18 or older) Signature Date 61 Best Practices for the Gymnastics Business Note: Waiver/Release forms must be evaluated by local counsel in light of applicable state laws. Always consult with an attorney before using these or other forms.

Sample Waiver/Release Forms

Sample Form #1: Club Waiver and Release Form

Club Waiver and Release Form

I fully understand that [Club Name] staff members are not physicians or medical practitioners of any kind. With the above in mind, I hereby release the [Club Name] staff to render first aid to my child or children in the event of any injury or illness, and if deemed necessary by the [Club Name] staff to call our doctor and to seek medical help, including transportation by a [Club Name] staff member of its representatives, whether paid or volunteer, to any health care facility or hospital, or the calling of an ambulance for said child should the [Club Name] staff deem this to be necessary.

Parent/Guardian Signature: Date:

We, the staff of [Club Name] recognize our obligation to make our students and their parents aware of the risks and hazards associated with the sport of gymnastics, trampoline, tumbling, acrobatics, cheerleading, and dance. Students may suffer injuries, possibly minor, serious, or catastrophic in nature. Gymnastics, trampoline, tumbling, cheerleading, and dance can be dangerous and can lead to injury!

Parents should make their children aware of the possibility of injury and encourage their children to follow all the safety rules and the coaches’ instructions. The [Club Name], its coaches and other staff members, will not accept responsibility for injuries sustained by any student during the course of gymnastics, trampoline, tumbling, cheerleading, or dance instruction, or open workouts or in the case of any exhibition, competition, or clinic in which he or she may participate while traveling to or from the event. With the above in mind, and being fully aware of the risks and possibility on injury involved, I consent to have my child or children participate in the programs offered by [Club Name]. I, my executors, or other representatives, waive and release all rights and claims for damages that I or my child may have against [Club Name] and/or its representatives whether paid or volunteer. I also affirm that I now have and will continue to provide proper hospitalization, health, and accident insurance coverage which I consider adequate for both my child’s protection and my own protection. I also understand that it is the parents’ responsibility to warn the child about the dangers of gymnastics and injury. The parent should warn the child according to what the parent feels is appropriate. [Club Name] will only warn the child through “Safety Messages” and our teaching style and progressions.

Parent/Guardian Signature: Date:

62 Best Practices for the Gymnastics Business Note: Waiver/Release forms must be evaluated by local counsel in light of applicable state laws. Always consult with an attorney before using these or other forms.

Sample Form #2: Athlete Membership Agreement & Information

Read the following carefully and sign below Note: Parent and student should sign if the student is under 18 years

Athlete Membership Agreement and Information Fill in all blanks, submit forms for the current season only, bearing original signatures (photocopies or facsimiles are not acceptable).

Agreement: In consideration of my membership in [Club Name], and my participation in [Club Name] classes, events, competitions, and activities, I agree to be bound by each of the following: 1. Eligibility: I agree to comply with the rules of [Club Name] 2. Readiness to Participate: I will only participate in those [Club Name] classes, events, competitions, and activities for which I believe I am physically and psychologically prepared. Prior to participation, I will have practiced my exercises and will perform only those exercises which I have accomplished to the degree of confidence necessary to assure I can perform them by myself, and without injury. 3. Medical Attention: I hereby give my consent to [Club Name] and/or the Host Organization to provide, through a medical staff of its choice, customary medical/athletic training attention, transportation, and emergency medical services as warranted in the course of my participation. 4. Waiver and Release: I am fully aware of and appreciate the risks, including the risk of catastrophic injury, paralysis, and even death, as well as other damages and losses associated with participation in gymnastics activities and events. I further agree that the [Club Name], and the sponsor of any [Club Name] event, along with the employees, agents, officers, and directors of these organizations shall not be liable for any losses or damages occurring as a result of my participation in the event, except where such loss or damage is the result of the intentional or reckless conduct of one of the organizations or individuals identified above.

Information: Primary Medical Insurance: I am covered by primary health/medical/accident insurance through:

I am a citizen of the United States of America: ____Yes ____No

Signature of Athlete: Date:

For any athlete who is not yet 18 years old: As legal parent or guardian of this athlete, I hereby verify by my signature below that I fully understand and accept each of the above conditions for permitting my child to participate in classes, events, competitions, and activities conducted by [Club Name].

Printed Name of Parent/Guardian:

Signature of Parent/Guardian: Date:

63 Best Practices for the Gymnastics Business Accident prevention The best way to handle an emergency is to avoid one. Accident prevention is a never-ending priority in Gymnastics. You need to be aware of everything that is going on around you. If you see an unsafe situation, you have the responsibility to correct it. If you observe another teacher that may need a little “help” please be considerate of their feelings and treat them like the professional that they are. Talk to your co-worker privately if you have a suggestion. Never criticize or complain in front of a class.

KEEP YOUR STUDENTS IN LINE – Use hoops, ROTATIONS – Moving from place to place is often our carpet squares, ropes, ladders, etc. to help keep the biggest problem. Do not let your class “break” and kids in order. Tell them exactly where you want them to run through the gymnastics center to get a drink or go. Whenever groups are in the hallway, they are to be move to the next event. Move your class together in a kept in line, quiet and absolutely not running. Leaders straight line, teaching them the importance of watch- should be in close proximity of the line or group and ing out for the other groups. Be particularly aware of children must always be within staff’s field of vision. public areas.

USE LOTS OF CHOICES – Keep the children busy by KEEP IT CALM – Discipline is one of our objectives. setting up extra activity stations. Set up the stations so Teach your students to use “inside voices” and explain that there is no confusion as to where to go. Make it to them “personal space”. Refrain from raising your perfectly clear what you want them to work on. Do not own voice and you will probably see your kids staying leave any question as to what you want to see. If your quieter. Do not yell across the room. It is sometimes activities take too long or the line moves too slowly, necessary to stop your class if things get crazy and out the kids will get bored and tend to wander. Keep the of hand. Have everyone sit down and relax a bit to activities moving! change the mood and energy level. Change activities or use the time for a little group instruction. Stay in FIELD TRIPS – While at the vault, the bars or the control of your class. water cooler, children are to be kept under the supervi- sion of staff and not allowed to wander around unless SUPERVISION – Never leave a child unattended. accompanied by staff. Always have a first aid kit and Children should always be under the supervision (in the communication system available. field of vision) of the teachers at all times. Never leave your group unless you have made sure another teacher EQUIPMENT – Excess equipment should be stored in is aware that you are going and that the children have its proper place. Keep sharp objects as far from work- proper supervision. This supervision includes children ing areas as possible. Stored equipment should not be using the restrooms, going for a drink of water, etc. For stacked too high and do not allow your students to children who are old enough, they are allowed to go climb over/under/through/around stacked materials. to the bathroom with another child who is also old enough without being supervised by a teacher. (How- ever, older children should not escort a younger child to the bathroom.)

64 Best Practices for the Gymnastics Business Specific Safety Considerations • Always remember to check all spin locks. for Apparatus/Equipment • Make sure ALL landing surfaces are well padded (343, 353, 354) and there are no gaps between mats and the bars. • Make sure all potential hazard areas are matted / This list contains specific information pertaining to padded. the use of gymnastics apparatus and equipment. This • Bars should not be higher than chest height for list is intended to provide general usage guidelines young athletes, so they are only about 1” from and may not contain all possible risk factors or safety the floor when in front support with body fully considerations. It is important for coaches/instructors extended. If the bar will not adjust low enough, to inspect apparatuses/equipment prior to use and to build up the height of the mats underneath the follow manufacturer’s recommendations for usage bar. and maintenance. • Bars with smaller rail circumference should be used for younger athletes to accommodate their Vault Areas hand size. • Athletes should be able to demonstrate profi- • Teach proper gripping and the need to rotate the ciency in basic running and hurdling techniques grip (re-grip). and in fundamental safety techniques in landings • 8” skill cushions should be used for landing. and unintentional falls prior to participating in • Children under 18 months of age should not this activity. hang unsupported from the bar. • Always remember to check all spin locks. • Make sure straps on rings, etc., hanging from • Be sure to close all gaps between mats and the bars are in good condition. vaulting table. • Make sure all potential hazard areas are matted / Parallel Bars padded. • Improper swing technique is the most common • The vaulting board should be placed on a non- cause of performer error on parallel bars. skid surface to avoid slippage upon contact. • Always remember to check all spin locks. • The table should be low enough for the athletes • Make sure ALL landing surfaces are well padded to jump down safely - about chest height for and there are no gaps between mats and the bars. beginners and young athletes. • Hold the rails, not the upright pistons, when • If using a wedge at the table, make sure it is adjusting the bar height to avoid hand injuries. snugly placed against the table. • Use proper spotting, including overhead spotting • For beginners and younger athletes, use smaller rigs, platforms, or other available techniques, to vaulting boards and/or vaulting table apparatus assist the athletes in learning more difficult skills. to accommodate their size, weight, and experi- • Make sure ladder bridges suspended from paral- ence levels. lel bars are very snug and the athletes have easy • A vaulting board safety zone, or U-shaped mat access to them (make sure boxes are stacked designed to provide a zone of safety around the both securely and high enough). The parallel sides and high end of the board, MUST be used bars should also be the same height on both for round-off entry vaults and should be used for sides and low enough to act as rails for the chil- other types of vaults. dren. • Particular attention should be paid to landing surfaces for this activity. They should match the Horizontal Bar skill level and competency of the athlete. • Adequate strength, flexibility, power, and coordi- • Clean and maintain surface of table to prevent nation in the upper body are important prerequi- slipping or sliding. sites for skills on the horizontal (or high) bar. • Always remember to check all spin locks. Uneven Bars • Make sure ALL landing surfaces are well padded • Skills on uneven bars require a great deal of up- and there are no gaps between mats and the bars. per body strength and therefore, concentration • Make sure all potential hazard areas are matted / on basics and progressions are important. Basic padded. holds, support positions, hangs and swings are • Errors in dismounts as well as unintentional falls fundamental skills for athletes to master before and slips from the bar pose the greatest threat of progressing to more advanced skills. serious injury. • Ensure proper fit and tension of dowel grips

65 Best Practices for the Gymnastics Business and reserve their use for the more experienced Floor Areas athletes. • Close gaps between mats, as well as boards and • 8” skill cushions should be used for landing. foam on the spring floor. • Make sure all potential hazard areas are matted / Balance Beam padded. • Always remember to check all spin locks. • Use caution when using carpet squares or other • Make sure ALL landing surfaces are well padded place holders as markers; they can be slippery. and there are no gaps between mats and the beam. • Assign a space for each athlete/student to work • Provide adequate matting and a level landing area to avoid running into each other. under and around beams as falls are common. • Clear the floor and tumbling area of any obsta- • Make sure all potential hazard areas are matted / cles. padded (beam legs and supports). • Landing areas from beams should be free of any Rhythmic Floor & Apparatus clutter. • Allow ample time for non-apparatus training • 8” skill cushions should be used for landing. and progressions to develop basic skills such as • Beams should either be lowered or have mats strength, flexibility, movement patterns, jumps, stacked below them so they are no higher than leaps and pivots. chest level for beginner or younger athletes. • Tossing equipment with a lack of training and • Provide for safe mounting and dismounting. control is dangerous to the athlete as well as oth- • Use progressions for skills from the floor, to low ers in the area and should be avoided. beam to high beam. • It is recommended that the clubs be introduced • Continuously review landing and recovery (from only after the athlete has demonstrated safety falling) techniques. awareness skills and competency with the other • Remember the safest place to spot preschoolers apparatus. on beam is at their waist (their center of gravity). • Ensure that the ribbon is securely attached to the stick. Pommel Horse • Proper mount, dismount and recovery (from fall- Mats ing) techniques are essential parts of performance • Mats are not a fail safe from injury. on this apparatus. • Never land on the head or neck as serious and • Always remember to check all spin locks. catastrophic injuries could occur. • Make sure ALL landing surfaces are well padded • Appreciate the performance limitations of gym- and there are no gaps between mats and the horse. nastics mats. • Make sure all potential hazard areas are matted / • Choose the correct mat for the activity, sufficient padded. in amount, size, and positioned properly. • Provide a level landing surface for dismounts, fall- • Do not use landing mats for tumbling or vaulting ing, and/or recovery. take-off surfaces as landing mats are intended for shock absorption, not resiliency. Still Rings • Use additional matting around or underneath • Introduce this event using basic hold positions, apparatus and equipment when necessary, such strength moves and proper handgrip. as learning a new skill. • Always remember to check all spin locks. • Inspect mats regularly for tears, soft spots, sepa- • Make sure ALL landing surfaces are well padded ration of foam and failure to perform adequately. and there are no gaps between mats and the rings. Remove defective mats and adjust activities ac- • Make sure all potential hazard areas are matted / cordingly. padded. • Watch for mat slippage, gaps between mats, • Make sure distance to landing mats is lower for uneven surfaces, and athlete slippage on mats. inexperienced gymnasts. • Mats should NOT be used in place of athlete • Errors in dismounts as well as unintentional falls readiness, proper skill progressions, competent and slips from the rings pose the greatest threat instruction, and proper spotting. of serious injury.

66 Best Practices for the Gymnastics Business Pits • Provide for safe mounting and dismounting – do • Pits are not a fail safe from injury and should be not bounce off the trampoline, instead climb off used under supervision. an above-ground trampoline or walk off an in- • Only allow athletes to enter the pit one at a time. ground trampoline. • Watch for little ones burying themselves and hid- • Train spotters to help avoid children falling off the ing in the pit. apparatus. • Reinforce proper landing techniques DAILY for • Ensure the athlete stays in control while bouncing. students in language that they understand – land- • Reinforce the “Freeze” technique to stop bounc- ings should be feet first, middle of the back, in an ing on the trampoline. “open tuck” or sitting position. Athletes should never land head first or in an arched position on Obstacle Courses their stomach or chest. • Place wedges short end or tall end against each • Remove young athletes from the pit by lifting other so children do not crash into ends or leave them under the armpits; avoid pulling them out space. by the arms/hands. • When using cylinders, octagons, and barrels, • Ensure entry into the pit occurs from a solid sur- make sure mats are snug against them to keep face or stable apparatus. them secure. • Ensure loose foam pits are adequately fluffed. • If using an “A frame” type ladder, place a cylinder • Practice and teach proper extraction of injured under it (the cylinder acts as a safety net). athletes from a pit. • Make sure objects are removed from the bottom of a wedge; in other words, don’t have children Trampolines / Tumbling Trampolines roll down a wedge and into a ladder or vaulting • Trampolines must be used under proper supervi- board or other obstacle. sion. Never allow unsupervised use on this equip- • Make sure traffic patterns are clear and everyone ment. is going the same direction. • Review safety rules with athletes and coaches on a • When using a trapeze, keep in mind that wooden, regular basis. metal, and plastic dowels are very slippery even • Students must be reminded regularly of the risks when wrapped with tape. A water ski rope can of using trampolines. make a safe trapeze. • Beware of children crawling under the apparatus. • Always use landing mats under a rope swing / • Watch out for equipment stored underneath that trapeze. might be hit during bouncing. • Remember an even landing area for the trapeze. • Be aware of the inherent risks of rebound devices • Have a safe way down on all sides of high mats. such as trampolines. • When using ladders or planks, be sure to have at • An athlete can bounce off a trampoline and onto least about 6” of the ladder on the mat you’re the floor at any time and improper landings on using for support. the trampoline bed itself can cause injury. • If using a plank as a slide, it is helpful to have a lip • On a trampoline, only allow one bouncer at a on the underside; that way it doesn’t slide off the time. supporting structure. • On tumbling trampolines, there should be ample • Make sure to have an inner and outer “ledge” on distance between each bouncer to avoid a colli- obstacles the children drop through. sion or dynamic “double bouncing.” • Landing from the trapeze into an octagon can be • There should be a spotter at the end of the tum- fun, but remember to spot the landing. bling trampoline whenever necessary. • Allow for pathways between the lines of equip- • From tumbling trampolines, skills should only be ment in the course. performed onto proper landing mats. • Mats not in use should be safely stacked and out • Make sure all potential hazard areas are matted / of the way of the athletes. padded. • Equipment, such as ladders, not in use may be • Make sure all springs are covered and properly dangerous to children and should be stored away matted. or properly secured. • Do not allow toys on the equipment. • Cargo nets and rope ladders suspended from bars should be snug and not easily tripped over.

67 Best Practices for the Gymnastics Business A Few Suggestions SAFETY NOTES: • Set up the gym – obstacles courses, stations, ______rotations, activities, etc., based on the “lowest common denominator” class and have the in- ______structors adjust the set-up to accommodate their ______class, returning the set-up to this lowest common denominator. ______• Beware of unsupervised babies or other children ______crawling or walking through, around, or anywhere ______near your class. • Do not allow older siblings to participate in a class ______and run the risk of overwhelming and running ______over the little ones. • Beware: young athletes can hide in gaps between ______mats and behind large dismount mats. ______• Toys are great; however, some toys can be used as projectiles and weapons so watch for improper ______uses. ______• Parents with hot drinks on the floor can cause a ______spill and possibly burn a child. • Parents with improper footwear (e.g., clogs, low/ ______high heels) can possibly injure a child. ______• Unguarded purses and backpacks on the floor are definite slipping and tripping hazards. ______• Clean up and sanitize any body fluids immediately, ______both off equipment and floor – even from carpet ______(slips are very dangerous). • Be careful if lifting a parachute and allowing it ______to float onto the heads of young athletes, it can ______knock them off balance. • During parachute rides, remind the parents to ______avoid sudden starts and stops, and to let the chil- ______dren down slowly. • Socks are slippery on wood floors as well as on ______equipment. ______

68 Best Practices for the Gymnastics Business Emergency Action Plans Sample Simple Many minor injuries can be taken care of by a quick Emergency Action Plan band-aid, a few minutes of rest, or by applying ice to General Emergency Action Steps the injured area. First aid supplies must be available 1. Stop the class/team activity and prevent the at all times. Ice cups and frozen sponges should be injured athlete from moving or being harmed by kept in a readily available freezer. To protect the child’s any further activity. skin from freezing, use towels or some other available 2. Get immediate help from the most experienced covering to avoid directly applying ice to exposed skin. staff member. For personal safety reasons, the first aid provider should 3. Locate another free staff member to supervise treat any bloody injury carefully. If staff must handle your class/team and move them away from the such an injury they must be required to wear rubber incident. gloves, provided with the first aid kit. Staff members are 4. Assess the situation with the assistance of the not to administer any first aid unless it is an emergency. most experienced staff member. Be prepared to If a child has a blister or a rip and it can be treated with render first aid and/or call 911. a band aid or piece of gauze and some tape, it is okay. The instructor/coach must remain with the in- If the rip or blister is causing a great deal of discomfort, jured athlete at all times. the parent should be notified. If a child has a loose 5. Complete an Incident Report Form (include the tooth and they can extract it themselves, it is okay, but location of the forms). Give the original copy of staff is not to assist them in any way. Simply put, a band the completed form to the club owner before aid (applied by the child to their own injury) or an ice leaving the facility for the day. pack is about the extent of care staff should provide. 6. Contact the injured athlete’s parent(s)/guardian. Anything more should be directed to the parent and a Be calm and simply state that their child has been medical professional. Above all, have a written Emer- injured. gency Action Plan, practice it and follow it! When talking to the athlete’s parent(s)/guardian, DO NOT make a diagnosis. State only the obvious facts In the event of a hard fall or an obvious cata- and do not accept or place blame on anyone. While strophic injury program specific steps must be you are emotionally involved in the situation, you followed, i.e.: are not in a position to determine guilt or innocence 1. Do not panic. regarding the cause of the accident. 2. Follow all first aid training guidelines (e.g., ABC’s). Additional Action Plan Considerations 3. The leader of the class in which the child gets hurt is in charge of the first aid treatment of that child Minor Incident A minor incident is one that does not require initia- until care is transferred to a more qualified care- tion of the emergency medical procedures. Examples giver. Stay with the injured child. include simple first aid for minor cuts and scratches. 4. Call another teacher over to assist you. Depending Incidents more complicated than this should be han- upon circumstances, direct that teacher to take dled as major incidents until a qualified and trained control of the rest of your group so that no one individual can assess the situation and reclassify the else gets hurt. Have that teacher recruit another incident as minor. person to assist you in first aid. 5. Instruct the new assistant to bring you ice, ban- Medical Emergency dages, etc. to provide immediate care. Direct them When a medical emergency occurs: to call 911 with instructions to the dispatcher. 1. Conduct a primary survey of the area. Make sure Have them go to the student files and pull the it is safe to approach the victim without causing injured student’s registration/medical history form more harm or placing others (including you) in and make a copy for the paramedics (if the copy danger. machine is not available, give the paramedics the 2. Initiate the emergency medical procedures and information but do not give them the forms - make follow First Aid standards: Check – Call – Care sure the original copies stay on site!). Using the accompanied by A, B, C’s. Examine the injured emergency numbers on the registration forms, person(s) to discover the main problems (i.e. chok- have the new assistant call the child’s parents. ing, not breathing, bleeding, burned, laceration, chest pain, extremely hot, etc.).

69 Best Practices for the Gymnastics Business

3. Call 911 for immediate assistance and instruct Riots, Civil Disturbance or Workplace Violence another staff member to meet the emergency Visitors and staff are to congregate in the interior of the responders. facility and are to remain there until police determine that it 4. Medical Treatment: Full medical emergencies are is safe to leave. No one is to venture outside. best handled by dialing 911 and providing basic • If a riot occurs in the vicinity, all perimeter doors first aid until the fire department or paramedics are to be locked. arrive. Under certain circumstances such as large • Contact the police (911) to report the disturbance, disasters, assistance from the fire department or including any observations you’ve made. paramedics may not be immediately available. If • In the case of a civil disturbance such as an angry immediate medical assistance is required, take the employee, customer, or group of people, remain person(s) to one of the following facilities: calm. • EMERGENCY - 911 • Listen to the person(s) carefully and speak to them • LOCAL HOSPITAL or CLINIC - in a calm straightforward manner. • POISON CONTROL CENTER - • Under no circumstances should you speak to the • GYM OWNER - individuals in a condescending or hostile tone of In the event of a hard fall or an obvious cata- voice. strophic injury, specific steps must be followed, • Do not offer unsolicited information. such as the following: • If necessary, call 911 and have the police depart- 1. Do not panic. ment handle the situation. 2. Follow all first aid training guidelines including rescue breathing and CPR if necessary. Even if the situation appears to resolve itself without in- 3. The leader of the class in which the child gets volving the police, document the incident with as much hurt is in charge of the first aid treatment of that pertinent information as possible. Make other employ- child until care is transferred to a more qualified ees aware of the situation as appropriate. The hostile caregiver. Stay with the injured child. person(s) may return. 4. Call another staff member over to assist you. De- pending upon circumstances, direct that individu- Earthquake / Tornado / Hurricane al to take control of the rest of your group so that During: no one else gets hurt. Have that individual recruit • Take cover in an interior doorway, or under heavy another person to assist you in first aid. furniture like a table or desk. Protect your head 5. Instruct the new assistant to bring you needed with your arms while doing so. supplies, such as ice and bandages, to provide • Stay clear of windows and glass doors. Do not immediate care. Direct them to call 911 with stand under light fixtures or other objects that instructions to the dispatcher. Have them go to may fall during an earthquake. the student files and pull the injured student’s • If you are inside a building, stay inside. registration/medical history form and make a copy • Tell others to take cover. for the paramedics (if the copy machine is not • If you are outdoors, move to a clear area, away available, give the paramedics the information from trees, signs, buildings, poles, downed or but do not give them the forms - make sure the above-ground wiring, etc. original copies stay on site!). Using the emergency After: numbers on the registration forms, have the new • Check for injured personnel. Do not move the assistant call the child’s parents. seriously injured unless they are in immediate danger. Stranded Student / Team Member • Evacuate the facility and take a headcount to If you notice an athlete has been waiting some time to be determine that everyone is accounted for. If safe, picked up: trained personnel may search for missing employ- 1. Check and make sure they have a ride. ees in the area they were last seen under direction 2. Allow them to use the phone to call their parents. from the Police Chief or his next in command. 3. All athletes should wait inside. • Do not use the elevators. 4. DO NOT leave a child unattended. • Be prepared for more shaking (aftershocks) which 5. If the athlete is stranded, call the police. DO NOT will follow the first earthquake. drive them home. Ask the police to pick them up • Do not re-enter the building until the Building at the facility. Inspector or designee has cleared the building for 6. If a parent is chronically late, speak with the direc- re-entry. tor/club owner. 72 Best Practices for the Gymnastics Business • Do not operate equipment until it has been deter- • If the fire is in a confined area, such as a closet or mined that it is safe and functional. enclosed office, attempt to close the door to confine the fire and smoke. Action in case of bomb threat • Do not use elevators. By mail: • Do not open doors until you touch the door near Do not handle any suspicious letter, card, or package; the top. If it is hot do not open it— find an alternate don’t allow anyone else to handle it. A suspicious pack- route to evacuate. age may be abandoned, or without a return address, or • If the area is filled with smoke, remain low to the from an unfamiliar vendor or source. ground while making your way to the nearest exit. • Evacuate the area • Do not jeopardize personal safety or attempt to save • Call 911 possessions at the risk of personal injury. • Report to the Evacuation Relocation Area. By phone: • The senior Police officer in charge or designee will • Assume the threat is real meet the first responding fire department vehicle, • Keep caller on the phone as long as possible direct them to the fire and supply headcount. • Try to get detailed information, such as location of Dangers of Smoke: bomb, time set to go off, as well as, exact words Since smoke and heated gases rise toward the ceiling, of caller, gender, and other details you might the air near the floor is both fresher and cooler. Crawl interpret. Questions to ask the caller: low in smoke to reduce the exposure to hot and toxic — When will the bomb go off? fire gases. — Where is it? • 90% of all fire-related deaths are caused by — What does it look like? smoke inhalation. Oxygen deprivation (due to — What sorts of explosives were used? decreased oxygen levels and/or the effects of — What is the reason for the bomb? various gases) leads to confusion. The victim may — What is the detonating device? exhibit irrational behavior such as clawing at a • If possible, notify another staff member so that door instead of turning the knob, going back into 911 can be called and people can be evacuated a burning building or resisting the rescue efforts from the building while you are still on the phone. of fire fighters. • Once the caller hangs up, call 911 (if no one • Smoke and other gases irritate the respiratory has called before) and then notify the Police if system, making breathing difficult, and often someone has not already done so. The Police will frightening the victim to the point of panic. evacuate the building. • Smoke and fire gases also irritate the eyes. Even • No one should use radio communication as a before the smoke becomes thick enough to radio transmission could detonate the bomb. reduce visibility, a person may be unable to see because of tears and the protective instinct to Fire, Flame or Smoke close and rub irritated eyes. • Evacuate anyone in the immediate and adjacent areas to the fire. In case of a large or spreading fire, Incident / Accident Reports evacuate the building by pulling the manual fire pull An incident report form can be a helpful tool to (see evacuation section). document information about incidents, accidents, or • An individual trained to use a fire extinguisher may injuries in your facility. Consult with your legal counsel extinguish a small fire, such as one contained in a and insurance company regarding their use and the wastebasket. Do not attempt to extinguish a fire un- type of information to include. less you have been trained in the use of fire extin- In the case of a major incident, contact your legal guishers and have a clear escape route. counsel and insurance company immediately. They will • If safe to do so, rescue any injured employee(s). help to direct you as to post-incident steps. • If you have any doubts about your safety, evacuate, All information regarding the injured person and any call 911 and wait for the fire department. witnesses is strictly confidential. For your own protec- • In large fires, trained individuals should use the tion, do not discuss any accident with anyone other extinguishers to protect the exits and corridors until than the coordinator or the owner. A notification everyone has been able to escape from the area should be made informing the parent that an incident involving the fire. has occurred requiring treatment.

73 Best Practices for the Gymnastics Business Note: Waiver/Release forms must be evaluated by local counsel in light of applicable state laws. Always consult with an attorney before using these or other forms.

Incident Report Form Attach additional pages if necessary.

Date of Report:

Date of Incident: Time:

Individual involved in incident (circle one): Gymnast Instructor/Coach Spectator Other

Name: Age: Gender:

Address:

City: State: Zip:

Home Phone: Other Phone:

Level: Club:

Site of incident (if not club):

Location or Event where Incident Occurred:

Activity Involved:

Full Description of Incident, including injured body part:

Has this problem occurred before? YES NO UNSURE

Action Taken, including first aid rendered:

Note: Waiver/Release forms must be evaluated by local counsel in light of applicable state laws. Always consult with an attorney before using these or other forms.

Witness:

First Name: Last Name:

Address:

City: State: Zip:

Home Phone: Other Phone:

OFFICE USE ONLY

Person Making Report: Person in Charge:   Supervisor’s Acknowledgement / Date:  Department Head Acknowledgement / Date:    NOTE: If this incident occurred at a USA Gymnastics sanctioned event, an Accident Insurance Report Form must also be completed and sent to USA Gymnastics’ insurance provider. 74 Best Practices for the Gymnastics Business Dealing with the media in a crisis the safety and security of the children. Take a deep breath, refer to your positive points and talk You may have been in business for decades and it to the reporter about YOUR gym! has never happened to you. You may have been in business for weeks and been subject to it. You hope it • Designate one person in your organization to never happens. But imagine that a parent accuses your speak to the media. The spokesperson should be gym of causing injury to their child or an employee sues articulate, diplomatic, and sincere. Your spokes- for personal injury arising out of a disciplinary action. person, in essence, becomes the “voice” of your Handling these events will be difficult enough. Add the business on the television, in the newspaper, and dimension of dealing with the media, and your task over the airwaves. If that person appears caring becomes even more challenging. Whether or not you and concerned, your organization will be per- like the idea of contending with reporters, cameras, ceived as such. If possible, individual personnel and microphones, you may need to. Having a “media should not speak with the media. Have a back-up strategy” in mind before a crisis will help you. plan in case this designated person is unavailable. Reporters are trained and educated in their field Be sure to tell all of your staff who these people just as you are in your profession. Accept their right are and how to contact them when the media to ask questions to keep the public informed. If you calls! provide a reporter with background information and • Anticipate questions reporters will ask. Determine answer questions clearly and truthfully, the reporter ahead of time what you will say and what you will make every effort to be fair. Tough questions don’t won’t or can’t say. Have fact sheets prepared. trip people up. Sloppy answers to easy questions are Prepare a written statement for distribution with what do people in. Be aware, however, that even the the help of your attorney. Be sure to share this most effective media relations plan won’t always result information with your staff. They may feel very in favorable press. Expect to be on the receiving end of threatened and/or demoralized by the bad public- criticism occasionally. Nothing is 100 percent off the re- ity and may be receiving front line questions from cord. “I don’t know, but I will find out and get back to clients, families and friends. you before your deadline” is an infinitely better thing • Speak in sound bites —short sentences and con- to say to a reporter than making up facts that don’t cise thoughts. Don’t ramble. Emphasize key points turn out to be true. Notes are made and reviewed by made in the news release, and don’t deviate from editors, publishers and lawyers. them. Contact Your Insurer • Develop a response other than “no comment.” The first step in any crisis is to report the incident to If a criminal act has allegedly occurred, as in the your insurance agent immediately, no matter the sever- case of child abuse, issue a brief statement like ity of the claim. If the claim has the potential to catch this: “The safety and well-being of our youth are the media’s attention, it’s important that you have early extremely important to us. We are cooperating contact with your insurance company. with the authorities in their investigation, and While contacting your agent and / or insurance any comments made before the investigation is company is the ideal first step, it’s not always possible. complete would be premature.” A story comes to light, the media runs with it. An • Avoid extremes. Do not defend yourself too accident occurs; a photographer arrives on the scene strenuously, appearing too eager to avoid blame. with a camera. Sometimes the media will be at your Do not lock yourself in your office, appearing to door or on your phone before you are able to talk with avoid responsibility. your insurance company. In this scenario, you’ll need • Maintain an open mind and a good attitude about to develop a carefully controlled message sent through dealing with the media. Much of the time these one spokesperson. professionals want to work with you, not against you. Your comfort level or attitude toward the There are some key tips media could influence the treatment you receive. to dealing with the media in a crisis: • Announce that you take the problem seriously. • BE PREPARED Then take it seriously, even if you think the issue • Understand that the media needs a story...let it is non-existent or overblown. Whether it was a be a controlled, child-focused story that will help real problem before, it certainly is a reputation restore the public’s confidence in how you treat management issue now that the press has it.

75 Best Practices for the Gymnastics Business • Don’t lie. If you (or your staff) screwed up, admit problem. Over 16,000 cases are brought each it. The media is relatively kinder to those who year against employers (US Department of Labor). openly admit they screwed up. It’s disarming. Claims can be created by men, women, co- Although they may not become your friend, they workers, managers, customers, parents, students, will at least realize that you have a conscience. owners, vendors, contractors and others. That realization alone can be the difference • Workplace violence. Although gymnastics may between a hostile story and one that respects the not be considered at “high risk” for potential vio- sometimes-complicated choices we all make when lence, the welfare of others and your own safety performing our duties. are at stake. Workplace violence accounts for 2 • After experiencing a disaster it is vital that a thor- million physical attacks and 6 million threatened ough review is undertaken of how the organiza- attacks each year in America. Thirty five percent of tion responded and coped with the emergency. all violent crime occurs at the job site (The AGOS Lessons can always be learned and these will not Group; 1999, 2000). only improve the response should there be anoth- • Theft. Embezzlement includes taking money er incident, but could prevent a future disaster. It from the cash register, making personal copies therefore makes sense to be sure to let the media without authorization, billing personal phone calls know what you did in analyzing the situation and to the organization, running personal errands on improving the response to avoid any future crisis. organization time and other forms of fraud. Theft by employees costs the American economy an Probably the best defense against negative publicity estimated $30 billion each year. is a strong, positive relationship with the local report- ers before anything “bad” occurs. If an incident occurs • Discrimination. Are you an Equal Opportunity Em- that could cause you and your organization grief, be ployer? Federal law prohibits discrimination based prepared with ready answers to probable questions and on race, color, religion, gender, national origin, age a couple of choice sound bytes that will look good in or disability. Have you identified the essential func- the paper or sound good when quoted. tions of the jobs you hire for and what “reasonable accommodations” you could provide in order to be in compliance with the Americans with Disabilities Employer risk management Act? The Family and Medical Leave Act guarantees covered employees (of employers with 50 or more When a gymnastics coach hears the words “safety” total employees) up to twelve weeks of unpaid and “risk management,” they probably think about leave for certain family and medical situations. The things like spotting, teaching progressions, safety increasing number of claims being made under this certification and medical insurance. A gym owner may law illustrates that not all employers appreciate the think about things like coach’s certifications, liabil- significance of this legislation. ity and worker compensation insurance and maybe equipment and facility inspections. One aspect of risk • Unsafe work practices and workplace inju- management that typically does not get enough atten- ries. If a child gets a bloody rip on bars or one of tion by gym owners is managing the risk of being an your pre-school students has an “accident” on employer. the floor exercise carpet, do you have established Workplace risk includes safety and litigation risk. procedures (that are practiced and followed) for Though the actual responsibilities of being an employer blood borne pathogens in your gym? Do you vary by state and are governed by legislation and train your staff on proper lifting techniques and numerous agencies (including the Americans with Dis- ergonomics? Do your coaches have the proper abilities Act, Occupational Safety and Health Adminis- equipment to do their jobs safely? Regardless of tration, Fair Labor Standards, Family and Medical Leave the size of our organization or the number of Act, Department of Labor, National Labor Relations staff, you have the duty to provide for the safety Board, Equal Employment Opportunity Commission, and welfare of all your employees. etc.), there are some customary workplace wrongdo- There are even more issues; unfair labor practices, ings that require our attention. retaliation, workers’ compensation fraud, to name only • Harassment. Harassment can include hostile a few others. If you think that these problems could work environment or quid pro quo (exchange for never affect you, you are wrong. Liability for workplace privileged treatment) sexual harassment. Sexual wrongdoing can arise from the behavior of employ- and other forms of harassment is a common ees, supervisors and managers. Risk is also realized by

76 Best Practices for the Gymnastics Business non-employees who interact with your organization; spattering, and generation of droplets of these volunteers, vendors, clients, independent contractors, substances. board members, visitors and more. • Wash hands immediately after removal of latex We live in a litigious society that allows anyone to gloves. When hand washing facilities are not bring a lawsuit against anyone else at any time for available, use antiseptic hand cleansers and wash any reason. The only people that really enjoy lawsuits hands with soap and water as soon as feasible. are lawyers. Remember that everyone has access to a lawyer and when a lawyer’s telephone rings, it rings Hand Washing Procedures with a “cha-ching” rather than a “ring-ring.” Law- – Always use soap and warm water. yers are always looking for opportunities for work. – Bring soap to a full lather on front and back of Don’t’ be a victim of an employee lawsuit that could hands. ruin your business and your reputation. Most small – Rinse hands under warm water for at least 15 organizations cannot bear the expense of a single seconds. successful claim against them. Even if you win the lawsuit, you lose; your valuable time is wasted, your attention to your business is disrupted, your credibility Safe Work Practice Procedures is impugned, staff morale is affected and your insur- 1. Always wear latex gloves whenever there is a ance premiums could be impacted. potential for contact with blood. Be prepared. In order to properly deal with these issues and avoid a lawsuit, there are some recom- 2. If there is any chance of splashes or splattering, mended guidelines for employers to follow. The first wear eye protection and a facemask. defensive measure an employer can take to avoid 3. Use puncture resistant gloves if reaching into a legal action is to conduct thorough background areas or cleaning areas that is not easily visible. checks of all applicants. Follow up on all references, 4. Isolate the area. Only authorized personnel prop- watch for employment gaps and other “red flags.” erly trained should enter the area. Negligent hiring or negligent retention places you at risk of a legal claim. Gym owners should also offer 5. Needles and other sharps must be put into a and require ongoing training to his/her employees. A puncture resistant container and sealed. Pick up set of reporting standards should be established. A needles and other sharps by mechanical means, “zero-tolerance” policy for any violation of practices such as broom and dust pan, or tongs. or procedures should also be enforced. Even though 6. Use the emergency clean-up kit supplied by your this no tolerance policy is imperative, an atmosphere department. If the incident is too large for the of open communication and empathy must exist in emergency clean-up kit to handle, contact a bio- the organization. An employee should be able to feel hazard clean-up contractor to perform the work. that their concerns are important to their employer 7. For a final cleaning, contaminated areas must be and will be dealt with appropriately. The best defense decontaminated with an appropriate disinfectant against a lawsuit is a strong positive relationship (1:10 ratio bleach to water) immediately or as with your employees so that they trust you and your soon as feasible. responses to their issues. 8. All equipment and tools intended for re-use shall be thoroughly decontaminated with disinfectant Blood-Borne Pathogen Controls solution. ALL EMPLOYEES should be required to follow these 9. Broken glassware that may be contaminated shall work practice controls: NOT be picked up directly with the hands. It shall be picked up using mechanical means such as a • Eating, drinking, smoking, applying cosmetics or brush and dustpan, or tongs. lip balm, and handling contact lenses are prohib- ited in work areas where there is a reasonable 10. Properly dispose of gloves immediately after po- likelihood of occupational exposure to blood tential contamination. borne pathogens. 11. Wash hands immediately after removal of gloves. • All procedures involving blood or other potential- When hand washing facilities are not available, ly infectious materials shall be performed in such use antiseptic hand cleansers and wash hands a manner as to minimize splashing, spraying, with soap and water as soon as feasible.

77 Best Practices for the Gymnastics Business Medical Emergencies 1. Place contaminated waste in red/orange bags and seal using safe work practice procedures described 1. Always wear latex gloves, even before you are sure above. you need them. 2. If emergency medical technicians or the fire depart- 2. If there is any chance of splashes or splattering, ment is on scene, determine if they can properly wear eye protection and a facemask. dispose of the waste. 3. Properly dispose of gloves immediately after poten- 3. Clothing that is contaminated with blood or body tial contamination. fluids may be bagged in biohazard bags, sealed, 4. Wash hands immediately after removal of gloves. and held for owner/parent pick-up. When hand washing facilities are not available, – Place contaminated waste in designated bags use antiseptic hand cleansers and wash hands with using safe work practice procedures as de- soap and water as soon as feasible. scribed in this program. 5. For clean up, put on latex gloves and wash the – Do not compress the material into the desig- contaminated area using the emergency clean-up nated red bag or container. kit. If the incident is too large for the emergency clean-up kit to handle, contact a biohazard clean- – Dispose of your gloves into the bag. up contractor to perform the work. – Put on a fresh pair of latex gloves before touch- 6. For a final cleaning, contaminated areas must be ing the bag again and to seal the bio-hazardous decontaminated with an appropriate disinfectant waste bag. Ensure it is mark clearly as bio- (1:10 ratio bleach to water) immediately or as soon hazardous waste. Double bag the material if as feasible. the material in the bag is dripping with blood or there is a chance of leakage. Regulated Waste – Do not carry bio-hazardous waste against your Regulated waste means liquid or semi-liquid blood, body or from the bottom of the bag. or contaminated items that would release blood or – Remove your gloves before handling anything other potentially infectious materials in a liquid or semi- other than the bio-hazardous waste, including liquid state if compressed. If you squeeze the contami- opening of doors. nated material or wring it out and it drips, then it is – Wash your hands immediately after handling bio-hazardous waste. the waste bag. Regulated Waste shall be placed in designated red bags that are: – As soon as feasible, contact Property Personnel at the Police Department for disposal. 1. thick enough to contain the materials without leak- age; 2. double bag for additional precaution if needed; 3. labeled and color-coded; CONTAGEOUS DISEASE 4. closed and tied for transport. EXPOSURE NOTICE Dear Parents or Guardians: Disposal Procedures You are hereby notified that the child presenting Determine whether the contaminated materials are a this notice may have been exposed to the contagious biohazard-regulated waste. Items which contain liquid, disease marked below. Watch your child. If signs of or semi-liquid blood, or are caked with dried blood, the disease develop, keep the child at home and notify and are capable of releasing blood when handled or the Gymnastics Center. Check with your physician for compressed, must be disposed of as bio-hazardous diagnosis and date of return to the Program. Your help regulated waste. Do not attempt to wring out or is needed to prevent further spread of the disease. twisted an item, if in doubt contact Property Personnel for a determination. • HEAD LICE – Symptoms: head lice live on the Mop heads and other equipment used to clean up scalp and lay small white eggs (nits) on the hair a contaminated site can be thoroughly washed with shaft close to the scalp. The nits are most easily diluted bleach (10:1) and then re-used or disposed of found on the nape of the neck or behind the ears. as regular garbage. Items such as shirts or band-aids, May return to sports center after no live lice are which will NOT release blood when compressed, can be seen on scalp and nits (eggs) are removed. disposed of in the regular garbage.

78 Best Practices for the Gymnastics Business • SCARLET FEVER – Symptoms: sore throat, fever, contagious to other students. You have the responsibil- nausea and vomiting, and rash. Incubation period, ity to notify the parents if their children are at risk of 2-5 days. See physician regarding diagnosis and contracting lice (from your mats or the pit), conjuncti- treatment, as well as recommendations regarding vitis (pink eye), impetigo or some other communicable contacts. Must present physician’s written permis- disease as the result of exposure at your facility. sion to return to the program. You may wish to notify the parents of your students if you are made aware of a contact at another location • STREPTOCOCCAL SORE THROAT – Symptoms: same as scarlet fever without the rash. Incubation (such as a local school) that may affect some of your period the same. See physician regarding diagno- students. Contact your County Health Department for sis, treatment, and recommendations regarding any specific regulations or requirements for your area. contacts. Must present physician’s written permis- Local health officials may also provide you with addi- sion to return to the program. tional resources including a form letter to use. Gymnastics professionals should accept this often • RINGWORM – Symptoms: involves skin and nails. unpleasant but truly important task as part of their On the skin it begins as a small raised circular responsibilities. Ignoring a problem does not make if lesion and spreads outward, leaving patches of go away. If may be no fun to send home that exposure temporary baldness on scalp. If not treated, will notice but it is the right thing to do and understanding become boggy and weep. Incubation is 10-14 parents will ultimately respect you for it. days. Communicable from dogs, cats, cattle, horses, rodents, and other animals. Ergonomics for coaches • – Symptoms: slight fever, nausea CHICKEN POX Chronic back pain, sore shoulders, strained knees, and vomiting, rash, which resembles small blisters tender wrists, elbow pain… Sound like a checklist of and which become scabs in 3 to 4 days. Incuba- injuries for our National Team? Fortunately it is not. tion period, 13-17 days. Child excluded at least 7 Unfortunately, it is a checklist of common ailments to days following the appearance of the rash. May Gymnastics coaches. return with written permission of physician or The number one cause of workplace fatalities is slips absence of symptoms. and falls. OSHA safety studies show that back injuries • WHOOPING COUGH – Symptoms: cough which are the primary cause of many lost workdays. Nearly grows progressively worse at night, developing 18% of the lost work time for employees in 1990 was into paroxysms (violent coughing spells followed due to chronic back pain. Back problems can result by whoop) about second week. Incubation period, in pain, lost work time, inconvenience, and possible 1-2 weeks. May return with written permission of disability. The back is the most injury-prone part of the physician. body. Almost everyone will suffer back pain at some • CONJUNCTIVITIS (PINK EYE) – Symptoms: time in his or her life. Gymnastics coaches are inherent- inflammation of lids and white of eyes, thick ly at risk for back injuries. Can you afford to be out of discharge, blurred vision, and sensitivity to light. work due to a bad back? Can your gym afford to lose a Consult physician for treatment. May return to valuable employee to an injury? Preventing back injury sports center with written permission of physician. is much easier than correcting or healing a back injury. At work or play, we are likely to push our bodies • IMPETIGO (STAPHYLOCOCCAL SKIN INFEC- past their capacity by doing the same action over and TION) – Symptoms: blister-like lesions, which over. With camp season soon upon us, think about the weep and become encrusted and spread to adja- number of kips you could end up spotting in a week. cent areas. May return with written permission of Over time, improper lifting practices cause fatigue and physician or absence of symptoms. pain that can lead to structural problems in the spine and to back injuries. Gymnastics coaches must learn and practice correct lifting techniques and foster back APPROXIMATE DATE OF EXPOSURE and muscle health. Use good body mechanics while spotting: A similar notice such as this Contagious Disease Exposure above should be sent home with the stu- • Lift with the gymnast as close to you as possible. dents any time you receive notification that one of the The load on the spine increases as the distance children in your facility has been exposed and may be away from the spine increases.

79 Best Practices for the Gymnastics Business • Pivot your feet! Practice moving your feet a lot as behind your neck and one hand behind your low you spot. back. If there is too much space between your • Twisting and lifting is extremely hazardous to the back and the wall, i.e., if you can easily move your spine. The low back vertebrae are only meant to hands back and forth, you may need to correct rotate four degrees. your posture. Corrective Exercise: Wall Exercise: Stand with back against the wall, heels about 3 • Look for innovative ways to protect yourself, as inches from the wall. Place hands up beside head well as the gymnast. with elbows touching wall. If needed, correct • Position spotting blocks safely and create gadgets feet and knees, then tilt pelvis to flatten low back to save your back and body. against wall by pulling up and in with the lower abdominal muscles. Keeping arms in contact with • Bend your knees, keep your back straight and wall, move arms slowly to a diagonally overhead keep your head up. You will need to have normal position. (Hold several seconds and repeat 5 to 8 hamstring length. times.) • Think about good mechanics ALWAYS. In the gym • Check your hamstring length. Back lying, single it’s a must, but do not forget to carry it out for the straight leg raise should be 80 degrees. Corrective rest of your day. Exercise: Hamstring Stretch: Sit on a mat with the • Use your lower abdominals ‑ contract the external low back against the wall or in a chair. Keep one obloquies as a corset. knee bent and straighten the other leg. Be sure to keep the pelvis in a neutral position ‑ do not On-the-job safety and a healthy workplace are crucial slump or excessively arch the low back. Pull the factors in creating an environment that facilitates suc- ankle into dorsiflexion to stretch the gastrocne- cess and productivity for you, your employees, and your mius (calf) muscles that originate above the knee. students. Start building a more healthy and safe work- Hold several seconds and repeat 5 to 8 times, place by incorporating an ergonomic safety program alternating legs. in your gym for all employees who might be at risk of Cumulative Trauma Disorders (CTD) or Carpal Tunnel Elbow, wrist, and hand injuries also account for lost Syndrome (CTS) resulting from repetitive motions, use work time. I doubt I am the only coach to ever suffer a of excessive force, or awkward positions during the jammed thumb from improper placement of my hand course of their duties in the workplace. Provide your while spotting aerials. Repetitive spotting of hand- staff with back supports, braces, or try to vary their springs can place an enormous amount of stress and work assignments in order to avoid Repetitive Stress In- strain on sensitive soft tissues. Ergonomics can help juries (RSI). Offer classes on how the back works, com- physically position you in your workspace to reduce mon types and causes of back injuries, effects of back stress, strain, and fatigue. Learn and practice easy, injuries, injury prevention and safety practices, proper effective, and inexpensive things you can do right now lifting techniques, and back exercises. Make sure you to reduce your risk of injury. By doing so, you will also and your staff maintains healthy lifestyles (the same as increase your productivity. With improved ergonom- you are promoting to your athletes): ics, you will reduce your risk of injuries or discomforts • Be in the best aerobic shape that you can get in. related to repetitive strain injuries. If any activities cause • Get a check‑up by your physician. pain or discomfort, employees (coaches or office staff) • Engage in aerobic exercise (regularly exercise: as well as athletes should stop immediately and consult walk, run, bike, NordicTrak, swim, etc.). a doctor. • Stand and sit in good posture. Coaches should take steps to improve their personal • Stretch the muscle groups that need to be work environment. stretched by strengthening the opposite side • Identify the effects of improper positions and poor (work the antagonist). habits on your body. • Identify easy, effective, and inexpensive things that Posture Test and Exercise: you can begin doing right now to reduce your risk • Stand with your back against a wall (heels about of injury. 3 inches away from the wall) and place one hand

80 Best Practices for the Gymnastics Business • Recognize how stress may contribute to repetitive Now the top-of-the-line, state-of-the-art equipment strain injuries, and list common sources of stress, has been installed. The apparatus has been checked— and techniques for reducing stress and rechecked—to ensure things are installed, bolted • Identify the basic concepts of ergonomics. and fastened properly. You’ve done everything within your power to ensure the safest gym possible. Your • Recognize the fundamental components of hu- work is done, right? Wrong. Not even close. man anatomy commonly affected by ergonomic- Providing a gym is a responsibility that will last as related disorders. long as the business does. Such care requires constant • Recognize typical ergonomic-related disorders. maintenance and vigilance. And to do it properly, gym owners must dedicate more employee attention to the • Identify the ergonomic risk factors associated with equipment. It’s not that hard, but most gym owners/ the job. coaches still don’t want to do it. They don’t have the • Select how to evaluate ergonomic risks and time or inclination. identify control measures for avoiding ergonomic- A dangerous gym, however, can end up costing more related disorders. than just a few man-hours. In today’s litigious society, gym owners often find themselves the focus of law- Proper positions and technique is essential to helping suits. The best way to avoid legal headaches, of course, prevent injuries due to cumulative trauma from repeti- is to prevent them. Here are a few steps to keeping a tive tasks such as spotting. The costs of teaching your safe gym. coaches how to protect themselves against injuries such as Cumulative Trauma Disorders can be expensive. 1. Design But the costs of not making that investment are much Deciding where equipment should go is a lot like higher—and sometimes ruinous. Employers often must opening a business. It’s all about location, location, lo- pay for medical treatment or workers´ compensation cation. You should always double check to ensure your for employees injured by repetitive work. In extreme facility has the safest flow and arrangement possible. cases, workers with serious workplace-related cumula- Bars, without question, should demand your great- tive trauma injuries have sued their employers under est attention in this area because they are the piece OSHA regulation 51(a), which requires employers to of equipment most likely to cause injury due to flying provide a safe environment for their employees. bodies. Next to floor exercise, due to the size of the The hidden costs of cumulative trauma injuries are apparatus, including the support cables and dismount even more damaging. In fact, experts estimate that the areas needed; bars require the most space available. hidden costs of cumulative trauma injuries are two to All apparatus should be positioned in a logical way to seven times as great as the visible costs. Avoidable inju- avoid distractive traffic nearby; if your gym classes ro- ries such as carpal tunnel syndrome and back strain cut tate from event to event, it makes sense to design your into workers´ productivity, sometimes forcing employ- gym with the layout that minimizes the cross traffic as ees to miss work or change careers altogether. In these the students move. times of near 3% unemployment, who among us can When picking a design for the building, be mindful afford to lose coaches and instructors? of traffic patterns and place the restrooms on the near Before your employees complain of sore forearms or side of the gym (close to the viewing areas) so everyone wrists or lower back pain, invest in their as well as your who needs to use them can avoid crossing busy areas. future. Think of it as an investment in your employees. The fact that you are willing to invest in their well being can also help build loyalty, boost morale, and improve 2. Mats Find an injured child in a gym, and chances are they employee retention. hurt themselves falling off the equipment. Certainly injuries can occur hitting the apparatus but roughly 60 percent of all injuries result from a fall from apparatus. Keep it safe Gym owners can greatly reduce the chances of injury You’ve spent years planning. It took months to find with various types of appropriate landing surfaces. Be the perfect location and building. You’ve spent hours it a loose-foam pit, a resi-pit, a sting mat, landing mat pouring over the latest catalogs. You talked to sales or ethafoam tumbling surface; match the matting to reps and coaches across the country. You’ve visited the skill being attempted (remember that every skill dozens of other gyms gathering ideas. You followed should be considered as “being attempted” rather than the USA Gymnastics Risk Management guidelines as if “being performed” to help you think about the risks they were Gospel. involved) and the apparatus.

81 Best Practices for the Gymnastics Business Gym caretakers should check the entire area regularly 4. Age Appropriate Skills to ensure it is properly matted. Heavy activity never fails Simply put, children need to act their age; not so to cause shifting, leaving dangerous gaps and overlaps simply, coaches need to remember that. Coaches often that create hazards to falling children. can get carried away, especially as time goes on, in the Manufacturers also should provide testing results thought that the earlier a skill is taught to a gymnast, to indicate the proper impact attenuation of the mat the better. and the life expectancy of the materials. Replace mats The majority of preschool-age children injured in before they become a hazard. gyms last year were on equipment designed for older Experts recommend that all mats be inspected regu- children. In many cases, the bar rails were too large for larly. They must be checked for rips and tears in the a small child to grip or equipment was too high or too cover, worn soft spots, uneven wear, etc. Make sure far apart for the children to reach. In other instances, that all inspections are documented and recorded for the apparatus required strength or coordination not use in the event of a lawsuit. possessed by someone younger than five years of age. Preschool-age children need to be allowed to explore 3. Maintaining Equipment and Apparatus the limits of their physical abilities in a safe environ- Pits and mats obviously aren’t the only area requiring ment. a dedicated maintenance schedule. The equipment and School-age children, on the other hand, should be apparatus also need constant attention. exposed to skills but only in a logical, progressive way. On bars, for example, all spin locks and cables should Make sure that skills are mastered before allowing the be checked regularly. Staff also should scrutinize bolts gymnast to attempt more advanced skills. Even elite for severe wear, floor plates for proper connections and athletes must learn to walk before they can run. deterioration of bar rail bearings. When is the last time Lesson planning with a solid curriculum of progres- you checked the load bearing connections on the ring sions is the only way to maintain safety in teaching rig or took a close look at the spotting belt pulleys? gymnastic skills. Gym owners should ensure their employees regularly inspect the apparatus for flaws. The maintenance plan It’s up to you should include everything from mundane chores such There are many great safety and risk management re- as tightening up loose connections to more critical ex- sources available (one of the best being the USA Gym- aminations of bolts, welding points and moving parts. nastics Risk Management handbook) but ultimately, it is Experts recommend daily inspections, though many up to YOU. concede it would be impossible given the circumstanc- Now that you’ve designed a safe gym, equipped it es in most gyms. However, the only way any examina- properly, dedicated your resources to minimize injuries, tion systems will work is if they become a top priority. there’s still one last chore. You must create the culture Gym owners need to show their coaches they’re com- of safety in your gym. Experts encourage gym own- mitted to the idea by carving time out of busy work- ers to be aware of ever-changing situations. Follow days for inspections. established guidelines, monitor modifications, adjust As always, keep a written record of your mainte- equipment accordingly, prepare your staff and reduce nance program. Proper maintenance isn’t that difficult the possibility of successful lawsuits. and the equipment just may last longer! Finally, all The best way to monitor and manage the risk of equipment has a life expectancy; wood deteriorates, gymnastics is to keep it safe. metal fatigues and mats get soft. When apparatus gets old, replace it.

82 Best Practices for the Gymnastics Business Chapter seven Gymnastics Programming

USA Gymnastics Programs programs generate compulsory exercises for develop- ing gymnasts and rule books for registered athletes, USA Gymnastics is the sole national governing body coaches and clubs. (NGB) for the sport of gymnastics in the United States. It gets this designation from the International Olympic Committee and the International Gymnastics Federa- Member Services tion. USA Gymnastics sets the rules and policies that Member Services offers a variety of membership govern gymnastics in this country. Training and select- programs to all corners of the gymnastics community ing the U.S. Gymnastics Teams for the Olympics and including gymnasts (both competitive and recreational), World Championships are just two of the many respon- coaches, judges, instructors, clubs, parents, fans and sibilities of USA Gymnastics. gymnastics related businesses. Currently, over 100,000 The not-for-profit organization was established individuals are USA Gymnastics members. For more in Tucson, Ariz., in 1963. During the mid-1960s the information about each program’s benefits and how to U.S. had scarcely 7,000 athletes competing a limited apply, visit our web site at www.usa-gymnastics.org or schedule. The only major international events for gym- call Member Services at 1-800-345-4719. nasts were the Olympic Games and the Pan American Games. Events Today, more than 90,000 athletes are registered in This department annually conducts and produces competitive programs through USA Gymnastics. USA five to six nationally televised events including national Gymnastics has more than 15,000 professional and championships and international invitationals. This instructor members. Approximately 3,000 competitions includes all aspects of the event from site selection to and events throughout the U.S. are sanctioned annu- venue staging and production of the entire competi- ally. USA Gymnastics is headquartered in Indianapolis, tion. Also, this department arranges delegation travel Ind., with several other sports’ NGBs and has expanded and housing and tends to the needs of USA Gymnas- very quickly in its 30 plus years. The original staff of tics’ national and international guests. three has grown to approximately 40 employees main- taining the following areas: Marketing The marketing department encompasses the ar- Program Departments eas of communications, corporate sponsorships, and This area consists of Acrobatic Gymnastics, Group television sales. The department’s goal is to generate Gymnastics, Men’s Artistic Gymnastics, Rhythmic exposure for gymnastics to the public and recognition Gymnastics, Trampoline & Tumbling, and Women’s for USA Gymnastics’ corporate partners. Artistic Gymnastics programs. They are responsible for all aspects of athlete, coach and official selection and Communications development. This includes conducting clinics, train- Through the media and public relations efforts, this ing camps and competitions; coordinating gymnastics department strives to increase the public’s awareness of delegations to national and international competitions; USA Gymnastics and its athletes, coaches, events, and and providing support for the athletes and coaches programs. who represent the United States here and abroad. The department also provides information to USA Many different gymnastics plans are developed for all Gymnastics Online, which can be viewed at: ages and skill levels from grassroots to advanced. The www.usa-gymnastics.org.

83 Best Practices for the Gymnastics Business USA Gymnastics publications produces two maga- At the conclusion of an extended program a gymnast zines including USA Gymnastics, a bi-monthly, four should demonstrate Psychological Benefits: color publication geared toward the athlete, coach and • The joy of movement mastery. gymnastics enthusiast, and Technique magazine, a • Discipline and self-control. technical publication designed for professional mem- • The exercise habit as a pleasurable daily occur- bers of the sport. Technique, a black and white publica- rence – movement is pleasurable and desired. tion, is published 10 times per year. In addition, the • A confident self image and a positive attitude publications area produces media guides, newsletters, towards their bodies – move from a world of “I event programs, reports, the Congress Proceedings can’t” to “I can.” Book and other promotional items used to generate • Trust in one’s own abilities. exposure for the sport. It happens many times a day all across the country. A U.S. National Gymnastics Team parent will call their local gymnastics club and ask ques- The ultimate achievement for athletes involved in USA tions about the program. The parents often say some- Gymnastics’ national programs is winning a place on thing like, “I don’t really want my child to be a gymnast the National Team while working towards competing at but it would be nice if they could learn a cartwheel; I the Olympic Games. Each National Team Member works just think it would be really good for them.” The ques- his/her way through a structured system of competi- tions these parents have about the gymnastics program tion. U.S. men’s team members are mostly products of are typically, “How much does it cost?” “When are the private clubs or collegiate gymnastics programs while classes?” and “What will they learn?” Answering these most of the U.S. women’s and rhythmic team members questions can be an involved process. The cost per les- come from private clubs and organizations. son is a few dollars. Classes are held at certain times on Every potential Olympian must win a place on the certain days. What a child learns in gymnastics can take National Team through a selection process. This process more time to explain. Sure those gymnastics teachers is supervised by USA Gymnastics, the umbrella orga- are helping their young athletes learn cartwheels and nization composed of 22 Constituent Organizations back handsprings. Coaches are spotting giants and full which are the back-bone of gymnastics in the U.S., and twists but what else is being learned? helps participants advance from the grassroots to the The parent who states that they think “…gymnas- Olympic level. tics would probably be good for their child” might be surprised to know just how good it is. With pediatric Benefits of participation in gymnastics obesity at an epidemic level of 13% of children and At the conclusion of an extended program of gymnas- adolescents in the United States, getting children away tics a gymnast should demonstrate Physical Benefits: from the television or computer games and into the gym is a terrific first step toward a healthy lifestyle. The • An increase in muscular strength, flexibility and researchers at the Centers for Disease Control report endurance. that youth who undertake lifestyle exercise programs • The ability to relax and stretch safely. that increase physical activity, reduce the intake of • Correct alignment while walking, standing, jump- high-caloric foods and involve parents have the best ing etc. chance of preventing and reducing obesity over the • The knowledge of how to fall and roll safely. long-term. Gymnastics is perhaps one of the most • Increased agility and coordination comprehensive “lifestyle exercise programs” available to children, incorporating strength, flexibility, speed, At the conclusion of an extended program a gymnast balance, coordination, power and discipline. should demonstrate Cognitive Benefits: • Studies show that children learn cognitive skills • Awareness of the body. more effectively in an environment that includes • Awareness of space and where the body is in it the body as well as the mind (Barrett, 1998). (under, over, etc.). Gymnastics and early childhood movement educa- • Awareness of time and how the body reacts tion is directly attributed to developing neurologi- (quick, slow, etc.). cal pathways in students and promoting reading • Aware of relationships: body parts to each other readiness. While the preschool gymnastics teacher and the apparatus. runs about and plays with the little kids in her • Awareness of relationships with other students, class, she is preparing her students for successful coaches, etc. experiences in school; children who have par-

84 Best Practices for the Gymnastics Business ticipated in movement education activities have prevention of osteoporosis. Plyometric exercises longer attention spans, increased communication (also known as jump training) like tumbling and skills, general problem solving skills and improved vaulting have been determined by the American self-esteem. College of Sports Medicine to be a safe, beneficial • Researchers at the Robert Wood Johnson Medi- and fun activity for children. cal School found a relationship between physical • Healthy activities like gymnastics keep our kids off activity and children’s self-esteem. The more time the couch and engaged in a healthy lifestyle. That children ages 10 to 16 spent being active, the intermediate gymnastics class teacher is contribut- higher their self-efficacy and self-esteem were to ing to lower health care costs in the United States; reported to be (Strauss RS, Rodzilsky D, Burack G, active children are more likely to grow to become Colin M., 2001). active and healthier adults, reducing the burden • European researchers found that physical fitness on the health care system. Sedentary lifestyles in children related to a reduced risk of developing have been linked to the development of coronary asthma during adolescence (Rasmussen, Lam- heart disease, diabetes mellitus and numerous brechsten, Siersted, Hansen & Hansen, 2000). other chronic ailments. Nurturing the enjoyment of movement and motor skill development at an • Physical activity is instrumental in preventing cer- early age will help to promote continued partici- tain cancers; from colon cancer and breast cancer pation in physical activity. Long range, these active to prostate cancer (Merrett, Theis & Ashbury, and therefore healthier adults are more likely to 2000). Increased exercise helped reduce the risk be more productive at work, take less sick days, of developing diabetes by 58% (Yale University and have fewer “on the job” accidents (Paffen- School of Medicine, 2001). Beginning a physical barger, 1986). Gymnastics also contributes to the activity such as gymnastics at an early age is no immediate economic vitality of your local com- guarantee but active children are more likely to munity; gym owners pay rent, employ people, pay grow up to be active and healthy adults. taxes and purchase goods. • In a study of school-aged youth, researchers found that the risk of substance abuse by adolescents In addition to all of the above, gymnastics provides is decreased by physical training programs that children with an opportunity to meet with friends or incorporate life skills. Better school attendance, make new friends and have fun! lower anxiety and depression, and decreased use of tobacco and alcohol were all reported after a twelve week physical training program The coach’s role (Collingwood, Sunderlin, Reynolds & Kohl, 2000). in developing assets in youth Recreational sports activities, including gymnastics Young people today, more than ever, need adults is a key to balanced human development and has who can help them grow into strong healthy, caring, been proven to be a significant factor in reducing productive young people. Adults do this by teaching alcohol and drug use (Williams, 1994). youth positive skills, attitudes and behaviors called • The gymnastics team coach is directly responsible “developmental assets.” Just as financial assets allow for reducing the crime rate in the city; statistics a person to weather difficult times and to plan for a show that children actively engaged in organized positive future, “developmental assets” provide the “positive choice” extra-curricular activities such as emotional resources youth need to avoid problems youth sports are less likely to be involved in self- and to be successful. Research by the Search Institute destructive and anti-social behavior and juvenile (Copyright © 1996 by Search Institute, Minneapolis, crime (Soenstrom, 1986). Minnesota; 1-800-888-7828. All rights reserved) has • Physical activity has been proven to delay the identified 40 assets that are essential for youth to blos- development of high blood pressure and helps re- som into productive citizens. The more assets a young duce blood pressure in adolescents with hyperten- person has, the more likely he or she is to succeed in sion (Centers for Disease Control and Prevention, school, stay healthy, and volunteer in the community. 1999). The fewer assets available to a youth, the more likely he or she is to try alcohol or drugs, commit a crime, or • Many studies have reported the benefits of do poorly in school. Parents, teachers, coaches, faith moderate impact activities such as gymnastics communities, business leaders, everyone, can help has on the development of bone density and the build assets in our youth. In fact, we need everyone to

85 Best Practices for the Gymnastics Business work together to create the kind of community where • Clearly communicate expectations all youth thrive. • Catch kids doing things right Coaches have a unique and powerful role to play • Discipline with natural consequences in building assets in young people. They can be the • Be enthusiastic adults to whom youth turn for advice. They can model • Daily challenges / daily successes responsible, caring interactions with others. They can • Perpetual motion motivate youth to achieve new goals. A coach can • Creativity, variety, FUN make all the difference in the world to a young per- • Love, empathy, compassion son...especially a young person who doesn’t have many assets to begin with. Gymnastics Ten ways coaches can build lesson plans assets every day Good lesson plans are 1. Ask youth for their ideas imperative for good teach- and listen, really listen, ing. A lesson plan organizes to their responses. what you will do and say in class. The amount of detail 2. Give youth tasks and in a written lesson plan de- responsibilities they can pends upon the complexity handle. of the lesson and upon your 3. Tell a youth what he or own experience and back- she is doing right twice ground. A good lesson does as often as you point out not guarantee good teaching, mistakes. but without a plan, the chances 4. Talk to athletes, other coaches, for success are greatly diminished. parents and officials with respect. In general, beginning practice teachers find it helpful to write out their lesson plans 5. Show interest in youth beyond what he in detail, whereas more experience might require fewer or she can do in the gym or on the playing field / details. One of the other advantages of a written lesson court. plan is your ability to refer to it while you are teaching 6. Set consistent and realistic expectations for behav- the lesson. ior. Although there are a number of formats for lesson 7. Demonstrate fairness and honesty in how athletes plans, each requires thought in these areas: learning are treated. objectives, action plan (introduction, materials needed, procedures/activities, key points, closure), and evalu- 8. Help youth learn from mistakes and losses by ation. Your lesson plan should clearly set out each of focusing on what they can each do to improve. these areas. 9. Talk with parents about how their child is doing and how they can support him or her. Learning Objectives 10. Give youth a chance to make decisions. In considering your goals, think about how the lesson fits into the sequence of learning and the long-term needs of the student. Objectives are critical guidelines. If your teaching objective is Beam mounts, it is not Core teaching principles very helpful to write your objective as “To learn beam Attempts to “Fast-Track” children have a negative mounts.” This is merely writing your goal in the form impact on the child, the other members in the class, of a phrase or sentence. The most common way to and the teachers. The “implied pressure to learn” in- write objectives is in terms of student activities such as evitably presents a skill-based, results-oriented program “Students will demonstrate an ability to perform three that manifests in the preadolescent years with the “I different beam mounts correctly at least eight times out can’t” or “I don’t care” attitude. of 10.” Objectives require you to clearly and concisely identify the key points or understanding you expect • Keep the kids safe your students to learn. • Unconditional respect

86 Best Practices for the Gymnastics Business When writing learning objectives: List your procedures in outline form focusing on the main points. List your main guide in appropriate • Think of your objective in terms of "What must places throughout your procedures. An example is the students learn in this lesson?" while working on handstands, the focus is typically • Write out the answer to this question in a straight- on balance, straight tight body, alignment, etc. Finally, forward meaningful simple sentence. provide potential or expected responses from students. • In your planning, keep your objective (what the You might write these expected student responses in student must learn) separate from what students parentheses after each item. do (activities and/or procedures) in your lesson plan. Evaluation Evaluation divides into two aspects; evaluation of the Remember that good teaching is a reflection of good students, and your own self-evaluation of how well the planning. Writing down your thoughts beforehand clar- lesson seemed to go. ifies your lesson. Remember that even you know your Evaluation of students can be done by asking them subject or have taught it before; you have a legal duty questions near the end of the lesson. Summarize what to properly plan your activity. If you ask a contractor to was learned or done in the lesson. build a house, you expect that person to show you a • Ask a few main summarizing questions; “What blueprint written house plan, even though he may have did you learn about handstands?” “What drills built hundreds of houses. Students and parents have helped you learn the most?” “How can we make the right to have similar expectations of the teachers. the lesson more fun while still learning?” Keep what the students must learn separate from what he/she must do. The action plan (introduction, • Have students work in related follow-up work procedures/activities, key points, closure) identifies the (usually skill related conditioning) until the end of steps you will take to help our students learn. the class. • Make your class discussion or sequence of ques- Action Plan tions lead toward a conclusion about the topic/is- A good lesson action plan includes and introduction, sue under discussion. specific activities, key points (learning highlights) and a closure. For the introduction, review the previous lesson Self-evaluation of your own performance is extremely that led up to this lesson, give directions and let the important. Before the actual teaching of your lesson, students know your expectations, giving an overview of identify something you want to achieve in your own what is going to happen, tell students the main learn- teaching performance. It might be giving clear direc- ing principle you expect them to learn. tions, asking a logical sequence of skills (progressions), The next step in your action plan is to identify the or asking questions that will involve the student’s materials you will need to teach the lesson. Try to be as cognitive domain. Your self-evaluation could focus on well-prepared in regard to mats, equipment and sup- some aspect of class management, the effectiveness plies for setting up circuits, stations and drills. of involving students in the workout, moving the les- While many teachers attempt to prepare lesson plans son along at an appropriate pace, the effectiveness of and conduct their teaching using a written plan, most following each part of your lesson plan, or any part of of the plans focus on the specific activities. This is only teaching that is of most concern to you at this point in the beginning. Be sure to write down every drill, every time. Did the class follow me? How well did they re- station, and every circuit assignment including detailed spond to my questions? Did they pay attention? Could expectations of every activity. Use a timeline/schedule. they do the follow-up work? In the action plan is where a teacher can detail the Reflect upon the identified area for improvement specific ways they plan to conduct the actual lesson. from your own impressions or talk it over with a person Alternative activities should be listed for those students (another teacher, a parent or your supervisor) who that are just beginning or lack the ability to perform watched you teach. Finally, draw some conclusions the skill being worked. Optional activities for those about things you would want to focus on in your next students that have mastered the skill being worked on lesson. Are you satisfied with this aspect of your teach- should also be planned. The action plan should also list ing performance or do you want to work on it during ways that will spark interest in your lesson. Some ideas your next lesson. Reflection about the effectiveness of are: tell a story, ask a question, show pictures, dem- your teaching is very important. Only through reflection onstrate, refer to students’ personal lives, attitudes, or on specific aspects of our teaching can we improve and ideas, inspire by reading a quote. become more effective.

87 Best Practices for the Gymnastics Business In the Appendix is a sample Lesson Plan worksheet. Values of Discipline Whatever format you and your instructors use, have a 1. Define the boundaries for each student (before the plan, write it out, and follow it. need to enforce them). Points of good supervision 2. When defiantly challenged, respond with confi- dence and decisiveness. 1. Explain expectations – One key factor to maintain quality supervision is to set expectations daily with 3. Distinguish between childish tantrums, lack of your students. Each group you instruct should be responsibility and willful defiance. given a daily review of your standards along with 4. Reassure and teach after the confrontation. performance expectations as well. Going over 5. Avoid impossible demands. expectations may also help before each activity. 6. Do not take action when you are mad or angry. 2. Set physical limits – Good physical limits should not exceed your ability to see and hear all that is going on. This means that you are directly involved with the students paying attention to them and they are THE FIVE-STEP APPROACH all within your field of vision at all times. TO PROBLEM SOLVING 3. Be aware of what is going on and what may hap- Scenario: Two four-year old children run to get a yel- pen – Many times we miss the signals of problems low hula-hoop. They reach it simultaneously and start ahead. If we are aware of the group’s or individu- pulling on it, yelling “MINE!” One child starts step- al’s moods we can step in to help steer the group ping in front of the other child to block them from the in the right direction. hoop. OK teacher, how do you handle this? 4. Position yourself so you can react quickly – It’s hard If there is a safety concern (i.e. the children begin to to keep a group together. There always seems to push or shove) it may be necessary to physically inter- be someone wandering off. It also makes it hard to vene immediately. However, you have just been pre- be in the right place at the right time. sented with a very important “teachable moment” that could benefit everyone involved – you, the two children 5. Use a head count every few minutes to insure ac- involved as well as the children and parents observing countability. the situation. Resist the impulse to get involved and 6. Know your activity and location in advance to limit resolve the situation for the children. Provide them any potential challenges. with guidance only when necessary. Remember that 7. Know the students and be aware of any potential our ultimate goal is to help the children learn how to challenges or strengths they may have. take care of themselves – give them the opportunity to figure things out for themselves! Follow these five steps 8. Never leave the students unattended. to resolve conflict: 9. If possible, put the responsibility of supervision on the students – Very rarely does this happen in Approach: a new group right from the start. It is even less • Close enough to intervene if necessary likely for younger groups. It can work, however, if • You’ve signaled your awareness and availability expectations are set from the beginning and then reinforced through out the program. It starts in At this point we hope the children will be able to re- small ways. solve the situation to their mutual satisfaction. If there is no further conflict, if the children are able to resolve 10. Know your limits of supervision. the issue themselves, no further action is necessary. If New teachers are often concerned that they will not the children are not able to reach a mutually acceptable be seen as a “fun person” if they bring up expecta- solution, it may be necessary to help them understand tions, rules, etc. too early in their contact with the their feelings. Give them the tools to articulate what students. Be assured there is no contradiction between they are going through. being an enthusiastic, positive, fun teacher and enforc- ing the rules. Define the Problem: • Describe the scene • Reflect what the children have said • NO JUDGMENTS, NO VALUES, NO SOLUTIONS

88 Best Practices for the Gymnastics Business – “It looks like you both want the yellow hoop.” Remember to always start with as little intervention – “I see you are yelling at each other and are as the children need. The goal is to maximize the SELF- angry.” resolution. Don’t “give a 5” (Follow Through Physically) when a 1 (Approach) or a 2 (Define Problem) will do. If the children are still not able to reach a mutually So what do we accomplish when we learn good acceptable solution, it may be necessary to ask more conflict resolutions skills? Some of the assets that have questions in order to help them get to the root of the been identified are: creativity, empathy, appropriate problem and to understand their emotions. assertiveness, cooperation, emotion management, negotiation skills, and appreciation of diversity. Gym Gather Data: owners/directors can use these conflict resolution skills • Not directed toward pinpointing blame or fault. just as effectively with problems that occur between • Drawing out details, defining problems. staff members. Empower your employees to solve their • Help children communicate vs. slugging it out: own problems. – “How did this happen?” – “What do you want to tell her?” – “How could you solve this problem?” Student responsibilities – “How could you use it without fighting?” Everyone has a responsibility to ensure a safe and If the children are still involved in conflict, it may be comfortable learning environment, including the stu- necessary to provide a little direction without solving dents themselves. Have clear rules and expectations for the problem for them. each class. Students are to wait in designated areas until Generate Alternatives: directed into an activity by the teacher. No students are allowed in any area until a teacher is present to • Give children the job of thinking and figuring out supervise. what they are going to do to solve their problem. • Be there to facilitate: “THE RULES” – “How are we going to solve this problem?” • All children are to wait for the leader, • Agree on a solution. For example, they might say: • ABSOLUTELY NO HORSEPLAY in the Gymnastics – “We could take turns.” Center, – “That’s OK, she was there first, I will use a red • Describe proper behaviors, hoop.” • No gum or candy, – “We could both use it together.” • Stay in group (or LINE when moving to new activ- – “We could both do something else.” ity), – “No one could use it.” • No pushing, shoving, fighting, or name calling. • Some of the things that the children come up After the group warm-up, the warm-up leader will with would never occur to us but will work well have ALL of the students sit down. One at a time, for them. For example, they might say: each teacher will call the students on their roll sheet – “We could count to three and then switch us- and take them to their first event. After all students ing it.” have been called, any student not on a list should be brought back upstairs and helped to locate their proper If there is still no resolution, if the children have not class (check the computer for an updated roster for been able to solve their own problem, it may require “late” registration, check the files for wrong class/day/ that the teacher become more actively involved. time, etc.). • Follow Through Physically. It is impera­tive to get off to a good start and make • Model appropriate behavior. a good first impression. Welcome all students and • Narrate the model behavior. parents to the Gymnastics Center. Introduce yourself. If you are substituting for someone, explain the situation BOTTOM LINE GOAL is to resolve the social conflict. to the students. Last resort is to solve the problem if they can’t: We are responsible for a child from the moment their • “It looks like this is too hard for you two to figure care is transferred to us until we transfer the care back out. This is what we‘ll do…” to another authority. If a child is dropped off early or is not picked up on time (generally left in our care) we

89 Best Practices for the Gymnastics Business Gymnastics TRY-angle

Mental

Physical

Emotional

There is so much more to a child’s development than just Skill Mastery. The primary objec- tive remains… FUN! Do not confuse having fun with the absence of learning. It is a proven fact that people learn faster and better when they enjoy the process. Well-adjusted learners form an early and lifelong association that defines any attempt to learn something new: Challenge = Risk = Learning = FUN! A child that is mentally, physically, and emotionally prepared to succeed will accomplish a healthy learning attitude that will avoid the opposite association that includes Fear and Failure. Wrap up learning in fun to avoid unnecessary anxiety. A participant is least at risk when they are fully prepared to perform the skill being asked of them. A participant should be mentally ready to perform by fully understanding the skill and cog- nitively aware of what is expected. A participant must also be physically ready to perform by being strong enough, flexible enough, powerful enough, fast enough and generally physically able to perform the skill. The participant must also be emotionally ready to perform by being prepared on a psychological level – not overly confident, not overly fearful and focused on the task. A gymnast that is mentally and physically able to accomplish the skill and has the emotional foundation to per- form will be concentrating on the task and typically tries harder. This ultimately leads to a greater chance of successfully completing the skill and therefore less likely at risk of failure and injury.

90 Best Practices for the Gymnastics Business are responsible for that child’s well-being. Please keep • Don’t even suggest that you are perfect and infal- a very close eye on all your students and don’t forget lible...it is too much of a shock to discover the that extenuating circumstances do occur. If you see truth. that a child has not been picked up, help that child call • Don’t tell a child their fears are unfounded...they home or transfer their care to the senior staff member are terribly real and you can do much to reassure or to the Coordinator. If you notice a child wandering if you try to understand. around, ask them if they need help. Do not let an unat- tended child go unsupervised! • Don’t think it beneath your dignity to apologize... Take attendance each and every class! Report an honest apology makes a child feel surprisingly any discrepancies to the Coordinator. If a student on warm to you. your roster has not been in class for two days, you are • Don’t forget a child loves to experiment...please required to call that student before the next class to try and put up with it. check in and let that parent know that we care about • Don’t ever forget that a child needs lots of under- their child missing three classes. We want to know if standing...but I don’t need to tell you that. there is a problem or if there is anything we can do to help make that student’s experience here enjoyable.

PreSchool DON’T!!! gymnastics ball activities • Don’t correct a student in front of others if you Whether a person is two or one hundred and two, can help it...they will take much more notice if who can see a ball and not want to roll or bounce it? By you talk privately. simply rolling and bouncing a ball, children are learning • Don’t be afraid to be firm...it makes children feel about cause and effect, developing motor control, and secure. building eye‑hand coordination. Add a few different types of balls, and children use observation and predic- • Don’t make a child feel smaller than they are...it tion skills to investigate their properties. When you com- only makes them behave stupidly “big.” bine an enticing set of activities with an exciting object • Don’t make a child feel their mistakes are sins...it such as a ball, you have the ingredients for creative play upsets their sense of values. that covers the gamut of curriculum areas. In the following activities, children will explore math • Don’t protect them from consequences...they need and science topics as well as strengthen their physi- to learn that there are very real consequences. cal‑development skills. More important, children will be • Don’t take too much notice of complaints...some- having so much fun that they won’t even suspect all times they get more attention than they deserve. the wonderful learning that is happening! • Don’t nag...or children will protect themselves by not listening. Getting Started • Don’t make rash promises...children feel badly let Before introducing the activities, give children time to down when promises are broken. explore the balls and equipment. Then, try these ideas: Bring in a variety of balls and ball-shaped items. • Don’t tax a child’s honesty...they are easily fright- These could include small to large balls, even cotton ened into telling lies. balls, fabric ball “tassels,” and ball bearings. What • Don’t forget that children cannot explain them- makes something a ball? Encourage children to explore selves as well as they would like...they are often the different objects as you discuss what they notice not very accurate. about them. Ask children to hypothesize about how some of these balls are used. You might start a conver- • Don’t be inconsistent...a student will become sation about games that are played with balls. Children confused and lose faith in you. can brainstorm a list of “ball games” they know. • Don’t put off questions...a student will stop Try this simple “roll the ball” game to get things asking, seek information elsewhere and then be started. Say one word that describes how you feel labeled as a behavior problem. today (happy!) and then roll a ball to someone in the • Don’t label a child...there is a tendency to fulfill circle. That person says how she is feeling (tired) and those labels. rolls it to someone else. Not only will children have fun with the balls, they will be expressing themselves too!

91 Best Practices for the Gymnastics Business Using the Activities • Which is bigger around, your head or a ball? How With all this “ball talk,” children will be ripe and can we find out? ready to get busy and explore! Use the activities as they are written as a starting place. Then, think about ways Use Balls to Explore to challenge children by adding new materials, new • Size and shape concepts, or questions. For example: Have a stopwatch • Circumference (measurement) or other type of timer to expand the ball activity: • Bounce‑ability! Children can make predictions about which type of ball • Incline plane will roll the fastest. Then change the size of the ball to • Time see how that affects the timing. Introduce the concept • Inertia of measurement by inviting children to use string to • Gravity measure the circumference of the different balls. How can you use the balls and other equipment together? Just by asking a simple question, children Building Skills with Balls can start thinking about all the different ways balls and Use your creativity to adapt or extend the balls activ- other pieces of equipment work together for play and ity ideas offered here to help children build skills in: learning. • Fine‑motor coordination • Eye‑hand coordination Making Observations • Gross motor As children participate in ball activities, watch for the • Social interaction following: • Predicting • Counting • Can children bounce, catch, throw, and roll with • Estimating ease, grace, and strength? Can children think of • Measuring new ways to use the balls? Do they need a few ideas to get them started, or do they work with the materials themselves to create the ideas? TUBING • Is it easy or difficult for children to shift from using balls for active play to using them for educational Materials: and scientific explorations? • Tubes (Gift wrap or mailing tubes, PVC pipe, foam • How do children share materials and negotiate pipe insulation) team playing? • Balls properly sized to roll through the tubes (Golf balls, Marbles, Tennis balls, Ping pong balls)

Conversations and Questions Objective: The following questions are just the thing to get Children will realize cause and effect as they manipu- children thinking about these childhood favorites: late the heights of tubes. • Are all balls round? • Do all balls bounce? In Advance: • Does the size of the ball affect the height of the Give children the opportunity to explore the card- bounce? board tubes. Ask: Where have you seen tubes like this? • How is a ball similar to other things we see? What were they used for? What things can you think • How are they different? of to do with the tube? If you put a ball in one end of • What can you do with a ball that you can’t do a tube and lifted the tube, what do you think might with other things? happen? • How many ways do people use balls? • How can you and a partner balance a ball be- Activity: tween you without using your hands? Can you To warm up, gather your group in a spread‑out circle walk that way? on your mat or in your group play space. Take turns • How can you move like a giant ball? rolling a tennis ball to each child and have them roll it • How many different ways can you use a ball? back to you or one of their classmates. Ask children if they have any ideas about why a ball rolls.

92 Best Practices for the Gymnastics Business Divide your group into teams of two. Give each team Activity: one tube and different kinds of balls. Invite each team Bring an old sheet or a parachute and several balls of children to elevate one end of their tube on a chair to the play area. Invite children to take the ends of the or box to make an incline. Encourage one child to drop parachute so that it is opened wide and taut. Place a the ball at the top of the tube and the other child to ball on top of the parachute. catch it at the bottom. Ask children if they have any Help children move the parachute up and down so ideas about why the ball rolls down. that the ball bounces on top. Encourage them to count Now, ask your teams to do some experimenting. how many bounces the ball takes. How long can they Suggest that they place their tube at varied heights. keep the parachute in motion before the ball falls off? Encourage them to roll their balls through the tubes Invite children to place several balls on top of the and see how far they roll. (You might want to mark the parachute. Can they move the parachute and bounce spots where the balls stop with chalk or masking tape.) several balls at once? Invite children to find out which type of ball rolls the Divide children into pairs. Give each duo an old towel greatest distance from their tubes. or piece of fabric. Ask each child to hold one end. Place Later, invite children to try to connect the tubes, a ball on top of each towel. Can children work togeth- creating longer pathways for the balls. er to keep the ball bouncing on the towel? Encourage children to try to bounce their ball from For younger children: Give children practice rolling their towel to another pair’s towel. Count the bounces larger rubber balls to one another before experi- to see which ball stays in motion the longest. Ask the menting with rolling smaller‑size balls. pairs of children to form a line with each holding their towels. Can they bounce the ball from one towel to For older children: Encourage children to build dif- another down the line? Can they keep several balls ferent foundations for their tubes using cardboard moving at once? or wood blocks. How many types of designs can As they play, record the actual number of times they they construct? have been able to bounce the balls on the towels. Compare these numbers with their predictions when you return to class. Ask: “Did you do fewer or more Observations: bounces than you predicted?” Which children seem to enjoy making comparisons Encourage children to develop new games with the and measuring the distance of how far their balls roll? balls and parachute. Older children may enjoy thinking Which children try their own creative ways of using the of more complex ways to play. balls and tubes?

Spin Off: Create a maze constructed of mats, cones and RELAYS blocks. Invite children to take turns kicking or bouncing Materials: different‑size balls through the maze. • Balls • Chalk • Cones PARACHUTE BALL Materials: Objective: Children will develop motor skills and engage in ac- • Parachute or old sheet tivities that encourage teamwork and creative thinking. • Old towels or fabric In Advance: Objective: Talk with children about different kinds of ball games Children will practice large motor, cooperation, and they are familiar with. Ask: What is your favorite ball prediction skills as they play this game. game? What kind of ball do you need to play it? Encourage children to discuss how the games change In Advance: when teams are involved. Ask: What do you like best Explain to children that they will be bouncing balls on about being a part of a team? How is it easier to play a parachutes or towels. Ask them to predict how many game when you’re part of a team? How does it make times they will be able to bounce the ball as a group the game harder? and in pairs.

93 Best Practices for the Gymnastics Business Activity: paring the different times of each race. Which races Before beginning, explain to children that they will were longer? Why were some races quicker? be playing several relay games. Ask them to remain as a group when they reach the start so they can easily organize themselves for the game. PreSchool parachute activities Ask children to form a straight line. Draw a thick All children revel in play – games such as Tag line with chalk to specify where they should and Hide & Seek go back generations. stand. Explain that you would like them We all thrive with physical exercise to think of different ways to move and that same exercise clears the the ball from the front of the mind as well. Children need to line to the back. Write down physically expend energy peri- children’s ideas and use them odically during their learning to develop each race. As the process. ball reaches the back of the Games are vehicles where line, the last person will children develop physically, move to the front. mentally, and socially, learn- Place a plastic cone a few ing to relate to each other feet from the front of the as well as how to compete line. Invite children to create and/or work together. In the a few relay‑race games using games are lessons in individ- the ball to reach the cone be- ual strengths and weaknesses, fore passing it to the next child coping with success or failure. in line. Record children’s ideas, and Many games act as abstractions of then begin. reality, where the principles of life are Space several plastic cones a few feet acted out in “play” situations. apart. Ask children to take turns moving the Games are also an excellent way to build cohesion ball with their feet through the cones before passing in a group of people as they learn to trust and work it to the next person. Invite them to brainstorm other together. They break the ice and help people new to a ways to move through the cones. group become better acquainted, and accepted. Teen During group time, ask children to discuss the relay groups also enjoy new games. Adults, once they relax, races they played. Which ones did they like best? Ask find them quite refreshing and invigorating as well. them to think of other types of objects they might be A parachute is a wonderful addition to the play able to use in the race. equipment in any Gymnastics program. Beautiful and sometimes calming, a parachute can create soft, whis- For younger children: Simplify the activity by hav- pering sounds or loud, rippling noises, depending on ing children run to you with the ball and then back how quickly it is moved. Parachutes are usually made to their group of friends. of brightly colored, lightweight nylon and are equipped For older children: See if children can invent their with strong, reinforced handholds. own relay‑race games and use their suggestions Why incorporate parachute play into your program? during outdoor play time. Because parachute games encourage cooperative, non-competitive play and reinforce turn taking and sharing. While most gross motor activities for young REMEMBER children develop muscles in the lower body more Children over four may get competitive when play- than the upper torso, parachutes strengthen primarily ing games that involve motor skills. Remind them shoulder, arm and hand muscles. When children work that there are no winners or losers‑just players. together to make the parachute billow, they also refine perceptual motor skills and develop a sense of rhythm. Language activities are also often incorporated into Spin Off: most parachute games. Use a digital sports stopwatch to time the children’s Parachutes are a lot of fun for both children and relay races, and invite children to take turns timing dif- adults to play with, especially in open floor exercise ferent races. Keep a list of the different times to record areas, gymnasiums, or large, grassy areas. The opportu- on a graph later. Engage children in a discussion com- nities to encourage children’s overall development with

94 Best Practices for the Gymnastics Business this exciting activity make it an ideal choice for early air. Indoors it may go up to the ceiling. To get this right childhood programming. Parachutes can be purchased it’s best for someone to shout “One...Two...Three... from athletic supply warehouses, early childhood sup- Go!” or similar, immediately after the “Mushroom!” pliers, and army surplus stores (although the latter will instruction. For everyone to let go at exactly the right be less colorful). instant will take practice and concentration. Groups of children who haven’t played with a parachute before will probably be delighted and fascinated by the effect Here are some collected sugges- for quite a while before you move on to any other tions for parachute games: games. It’s particularly spectacular when the sun is shining down through the chute.

Intro Game Roller Ball This game is great for very young children as an in- Everyone holds the chute taut. Place a large ball near troduction to the parachute that does not require much the edge. Try to make the ball roll around the edge of cooperation. Have each participant grab a handle with the chute. To do this someone starts the ball rolling. both hands. Have the children “shake” the parachute As it comes towards you, you lower the edge you are up and down, then side-to-side. Ask them to put the holding, and as it goes past you raise your edge. When handle on their nose…chin…ear…knees…toes, etc. all the players do this in synchronization it creates a You can then have them join you in singing “Head, wave going round the edge, pushing the ball round in Shoulders, Knees, & Toes” while they put the para- front of it in a smooth, steady circle. It cannot be done chute handle on those body parts. without concentration and co-operation! However, it is very rewarding for the group to eventually achieve a Stretching Game smooth, continuous motion. Once you’ve done this try This game is also good for very young children as speeding up – or change direction. group time activity that does not require much cooper- ation. Have each participant sit on a colored section of Big Turtle the parachute. Have the children demonstrate various Have the children get on their hands and knees body positions; tuck, pike, straddle, arch, cat stretch, under a large “turtle shell” and try to make the turtle table, v-sit, etc. You can then ask them to sit outside more in one direction. As a cooperative game, children the parachute with their legs underneath and repeat have to work together to get the turtle to move. many of the same instructions. Variation: Mushroom Have the turtle go over a hill or bench or through an This is not so much a game, more an essential start- obstacle course without losing the shell. ing point for parachute play. Get everyone to spread out the parachute and hold the edge, spaced out more The Ocean or less evenly so they’re standing in a circle. Pull the Pretend the parachute is the ocean. Have the children chute taut and lower it to the ground (or knee level). give the name of an ocean. Children move the para- On the magic word (e.g. Mushroom!) everyone pulls chute in response to the ‘weather report’ they heard. the chute upwards (don’t let go). It will fill with air and (This encourages children to be creative). For example, rise up like a giant mushroom - or igloo. To get it as say, “I heard on the weather report this morning that high as possible everyone must take a couple of paces there was a slight breeze over the Atlantic. What would towards the center as the chute rises. It’s good to prac- that look like?” The children respond by making small tice this so that the group can learn to work effectively waves in the parachute. Other suggestions have been as a team and get the chute really high. It won’t work – high winds, snow (we would have to pull it tight to without co-operation. make the ice), twisters, etc. Once they get the hang of it the possibilities are endless. Variations: Once you’ve mastered the basic mushroom it’s fun to Jaws experiment. See what happens if: Everyone mushrooms Everyone sits on the floor in a circle holding the para- and then runs to the center, still holding the chute. chute stretched out with his or her legs underneath it. Everyone mushrooms, and then lets go, especially out- The chute is the sea and they are sitting on the beach, doors on a windy day! Everyone lets go at exactly the happily dipping their toes in the water. By shaking the same time. If there isn’t any wind, the chute will retain edge of the chute realistic ripple or wave effects can its perfect mushroom shape and rise straight up in the

95 Best Practices for the Gymnastics Business be generated. Once the waves are going well some- Parachute Run one is selected to be a shark and disappears under the Have the children take turns running on the para- chute. They move around underneath and because of chute as it lies on the ground, while the other children the waves it will be difficult to see where they are. The make waves. See how long the children can maneuver shark chooses a victim and grabs him or her by the on the waves before falling down. The length of turns feet. The victim can give an appropriate scream before can be determined by the length of the songs that the disappearing under the chute. This person now be- children choose to sing (i.e. everyone’s turn lasts the comes a new shark. To prolong the game you can have length of one song). the original shark revert to being a bather - or to make it more lively you can have several sharks in there at Popcorn once. To finish the game you can choose ‘once a shark, Place a number of beanbags, balloons, or cotton always a shark’ - so everyone eventually becomes a balls on the chute. Shake the chute to make them rise shark. You can introduce freak weather conditions - or like popcorn. even a killer whale! Poison Snake See-saw Pull Place four to six pieces of yarn or string (jump ropes From a sitting position, have the children pull the work well!) on the chute. By shaking the chute, try chute back and forth in a see-sawing motion. to make them hit the players on the other side. Keep track of who gets bitten. (With younger children you Make Waves might want to do snake or worm kisses instead.) While gripping the parachute, everyone moves their arms up and down to make small and large waves. Pompoms Put the pompoms in the middle. Sprinkle various Ball Roll sized pompoms in the top of the shoot and try to get Have the children try to roll balls into the hole in the them into the middle pocket. You could have teams center of the parachute. with different colors and count how many they get in.

Chute Lift Shaking the Rug and Making Waves Ask the children to lift the parachute high over their Shaking rug involves rapid movement either light heads and down again. Talk about the soft sounds and or heavy. Making waves are large movements to send breezes that are created. Move the parachute faster billow of cloth up and down like waves. Waves can be and notice the different effects. small, medium or large. Kids can alternate turns to see who can make the best waves. Another Mushroom From a standing position, lift the parachute from the Merry-Go-Round ground to waist height, counting one (lift) and two Turn the bodies so that the chute is held with only (lift). On three (lift), have everyone raise the parachute one hand, walk, hop, jump, skip around holding the high over their heads and then crouch down, pulling chute. It looks like a merry-go-round. the parachute tightly behind them. A mushroom effect is created as the parachute settles. Cathedral Everyone lowers the chute and then on the count of Parachute Tag three raise his or her arms high once the chute is quite Lift the parachute high overhead. Call one child’s name high. Everyone takes 3-4 giant steps toward the center and have her run (skip, hop, twirl or crawl) to the other and pulls the chute behind them and sit down with side before the parachute comes down and tags her. their bottoms on the edge of the chute.

One-Hand Run Cat and Mouse Have each child hold the parachute with one hand, (Although some might find this dangerous - just make extending the opposite arm out for balance. Run sure the cat is crawling on all fours and not running around in one direction, then change and run around upright. I have personally done this and if you take the in the other direction. A variation would be to use mu- proper precautions it can be fun and uneventful.) One sic as the cue for changing direction (i.e. direction can child (the mouse) is under the chute, everyone is shaking be changed every time the music stops). it, quite close to the ground and another child (shoes off) crawls on top and tries to hunt and tag the mouse.

96 Best Practices for the Gymnastics Business Running by Numbers have him/her run under the parachute. Then slowly If the chute is a large one...the kids love to run un- lower the parachute to try and trap the child. Continue derneath and switch places with others - could number until all children have had a turn. them 1 through 5 around the circle- and then call out a number. Hop Scotch Place the parachute (preferably a small one) spread There Was a Man out on the floor. Take beanbags or something similar Children walk around in a circle hanging onto the and have the children toss them onto specific colors; parachute. then hop on the colors without beanbags on them. There was a man in our town, Leaf Toss Who went for a WALK one day, Take a sheet, or a parachute. Gather real leaves, But the wind blew so hard, fabric leaves, or paper leaves. Place them in the middle He turned around, of the sheet. Gather around the sheet and have the And WALKED the other way. children lift the sheet slowly and then quickly to see Different actions, such as run, hop, skip, etc. how all the leaves “float.” may replace walk. Fun under the Chute Weather Grasp the edge of the parachute with an overhand We start calm sitting on the floor and it’s a gentle grip and inflate. Beanbags, skipping ropes, balls, etc. breeze then rain and move up to a thunder storm with have been placed under the parachute. Participants are everyone standing up holding handles shaking as hard numbered. Leader calls out a number and those partici- as they can to make thunder. pants run under the parachute and perform before the parachute deflates. Drop the Ball Place a soft ball of any size in the center and you have Toad in the Hole to try to keep the ball from falling off on your side. Grasp the edge of the parachute with an overhand grip. Place two different colored, small, rubber balls on Circus Tent the parachute. Divide the group into two teams (each Pull the parachute up into the air. Step under it. Pull team has one of the colored balls. One team is on one it down behind you and sit down with the parachute side of the chute and the other team on the opposite tucked under your bottom. We call this our circus tent. side.). Each team tries to shake its ball into the center hole before the other team. A point is scored each time When the Parachute Goes Up a team’s ball goes through the hole. Sung to: “If you’re happy and you know it” When the parachute goes up…Stomp your feet Birthday Exchange When the parachute goes up…Stomp your feet Grasp the edge of the parachute with an overhand When the parachute is high, and floats up in the sky grip, and inflate. Leader calls out a month of the year. When the parachute goes up…Stomp your feet. Those students born in that month let go of the edge ...bend your knees and exchange places by moving under the parachute to ...wiggle your bottom an empty spot. This game can also take place by giving ...lift one leg everyone a number from 1 to 8 or by calling out a color ...shout hooray that the kids are wearing. ...shake your head, etc. etc. Bird and Worm Name Game In a kneeling position, grasp the edge of the para- Sung to: “Row, Row, Row your Boat” chute with an overhand grip. One or two children are chosen to be worms. They go under the chute on Up, up, up it goes hands and knees. Another child is chosen to be the Down, down, down it comes bird. The bird crawls on top of the parachute on hands If your name is------(put in a child’s name) and knees and tries to catch the moving worms. To Now’s your turn to run make it more difficult for the bird, the Beavers around As you sing the song have the children raise the the outside edge are waving the parachute up and parachute above their heads. When a child is named down. Therefore the bird has difficulty seeing the

97 Best Practices for the Gymnastics Business worms, but the worms can see the bird’s shadow from heads near the middle). The rest mushroom the chute underneath. When the bird does catch the worms, a up and quickly pull it down again repeatedly. Air rush- new bird and new worms are chosen. ing in and out cools those underneath like a giant fan, and the sensation of watching the chute rise up and Spinner then come down on top of you is very strange. Have kids assemble around the para- chute. Pick 1-5 kids to sit or lay down Hammock in the middle of the chute. Have the Get everyone to roll the chute up remaining kids grab the sides of from the edge towards the center. the parachute tightly and walk Stop when you’ve got a circle slowly in a circle around the about six feet in diameter left. middle. Watch as the kids in Let a volunteer lie on this and the middle become encased be swung backwards and for- within the parachute and wards or side to side. Rolling then pull outward to release the chute up like this is also a the encased children. good way of getting every- one to help when it’s time to Alligator Saver put away. Have the children sit around the parachute with their legs Rocker underneath. Their legs should be A co-operative type of trust straight and the parachute should game best saved for Parent-Tot class- be held at the waist. Choose one es. Several students lie on the chute, or two children to be alligators and two feet to the center. Others lift up the edges, or three to be medics. The alligators hide under the so their bodies rise up (but feet remain down). They parachute and eat people by tugging on their victim’s can then be swayed gently. Take turns in the middle. feet and pulling them under. The victim then becomes and alligator. The medics run around the outside of the Teacher Call-Out circle and hold people when they begin to be pulled Number the children by threes or fours around the under and are yelling for help. Start a new game after chute, so that you have an equal number of ones, there are so many alligators that the integrity of the twos, threes and fours evenly spread out. Mushroom parachute circle collapses. Caution the children not to the chute, then call out a number and also a descrip- play tug-of-war with victims. If a person is being saved, tion of who you would like them to act as. For ex- then the alligator has to find a new victim, not con- ample, if you call out: “Mushroom...Number ones are tinue to pull. Also, victims should allow themselves to ballerinas”, all of the number ones have to cross under be pulled under. This will help to avoid rug burns and the chute, acting like ballerinas on the way. other injuries. Catcher Parachute Volleyball Four people hang onto the parachute. The four This game requires two large parachutes and at least with the parachute run after the other children. If they one ball. Split the children up into two teams. Put one succeed in covering the child with the parachute, the team around each parachute. Each team should be child is now caught and must attach him or her self standing, holding the parachute with both hands. Place to the parachute. Now they join in, to catch the other the ball on one of the parachutes. The object is for the children. team with the ball to propel the ball into the air and have it land on the other team’s parachute. This process then repeats itself going back the other direction. Once PreSchool Gymnastics they have accomplished this move the teams increas- Hoop Activities ingly further apart. Whether a person is two or one hundred and two, Air Conditioner who can see a hoop and not want to twirl, spin or play This game is good for recuperation after an energetic with it? By simply rolling or spinning a hoop, children game. Hold the chute stretched out and have about a are learning about cause and effect, developing motor third of the people lie on the ground under it (best with control, and building eye‑hand coordination. Add a

98 Best Practices for the Gymnastics Business few different sizes or types of hoops, and children use the following: observation and prediction skills to investigate their Can children hold, catch, throw, spin and roll with properties. When you combine an enticing set of activi- ease, grace, and strength? Can children think of new ties with an exciting object such as a hoop, you have ways to use the hoops? Do they need a few ideas to the ingredients for creative play that covers the gamut get them started, or do they work with the materials of curriculum areas. themselves to create the ideas? In the following activities, children will explore math Is it easy or difficult for children to shift from using and science topics as well as strengthen their physi- hoops for active play to using them for educational and cal‑development skills. More important, children will be scientific explorations? having so much fun that they won’t even suspect all How do children share materials and negotiate team the wonderful learning that is happening! playing?

Getting Started Conversations and Questions Before introducing the activities, give children time The following questions are just the thing to get to explore the hoops and equipment. Then, try these children thinking about these childhood favorites: ideas: • Are all hoops round? Bring in a variety of colors, sizes and hoop-shaped • Do all hoops roll? items. These could include small to large hoops, rings, • Does the size of the hoop affect the speed of the ovals, circles, and loops. What makes something a roll / spin? hoop? Encourage children to explore the different • How is a hoop similar to other things we see? objects as you discuss what they notice about them. • How are they different? Ask children to hypothesize about how some of these • What can you do with a hoop that you can’t do hoops are used. You might start a conversation about with other things? games that are played with hoops. Children can brain- • How many ways do people use hoops? storm a list of “hoop games” they know. • How can you and a partner balance a hoop Try this simple “hold the hoop” game to get things between you without using your hands? Can you started. Say one word that describes how you feel walk that way? today (happy!) and then perform a skill (stand on one • How can you move like a giant hoop? foot, stand in a straddle, squat, etc,) in the circle. That • How many different ways can you use a hoop? person says how she is feeling (tired) and calls out a po- • Which is bigger around, your head or a hoop? sition. Not only will children have fun with the hoops, How can we find out? they will be expressing themselves too! Use Balls to Explore Using the Activities With all this “hoop talk,” children will be ripe and • Size and shape ready to get busy and explore! Use the activities as they • Circumference (measurement) are written as a starting place. Then, think about ways • Roll / spin‑ability! to challenge children by adding new materials, new • Incline plane concepts, or questions. For example: Have a stopwatch • Time or other type of timer to expand the hoop activity: Chil- • Inertia dren can make predictions about which type of hoop • Gravity will roll the farthest. Then change the size of the hoop to see how that affects the timing. Introduce the con- Building Skills with Hoops cept of measurement by inviting children to use string Use your creativity to adapt or extend the hoops to measure the circumference of the different hoops. activity ideas offered here to help children build skills in: How can you use the hoops and other equipment together? Just by asking a simple question, children • Fine‑motor coordination can start thinking about all the different ways hoops • Eye‑hand coordination and other pieces of equipment work together for play • Gross motor and learning. • Social interaction • Predicting • Counting Making Observations • Estimating As children participate in hoop activities, watch for • Measuring

99 Best Practices for the Gymnastics Business BASIC GUIDELINES FOR GAMES everybody off. Encourage and keep alive the make-be- lieve imagery of the games. Play with them as much as Start with the group as it is considering the age practical and possible. Ideal situations are those where range, clothing, available play area, and their psycho- the children take over the leadership of the play. logical readiness to interact with each other and go on Try to keep teams evenly matched - some kids will from there. always try to stay together; some will need “nudg- Aim for games where everyone is involved. Standing ing” to get them involved, hopefully most will show around idle is opportunity for shoving, etc. And nobody some enthusiasm once you get started. Expect some likes to be “eliminated” from play for a long period of resistance; be enthusiastic! Boys and girls will tend to time and have to just stand around watching. separate from each other. Counting off usually pro- Be very open and welcoming to everyone, even a bit duces fair mixes. silly, modeling the style of play you want to encourage, Have a signal for “everyone to be quiet and pay at- Assure them with words and gestures that each game tention” such as everyone raising the “one” sign. Don’t will be fun. Dress up the games with names promising tolerate rowdiness or discipline problems - persistent fun, add appropriate “pretend” elements, and develop troublemakers should be told to return to their parent. the group’s ability to play together. Be prepared to modify the game to maintain or cre- Whatever the situation begin with simple games, ate a balance in the level of challenge. Keep the game easily explained, with simple equipment that provide from being too goal-oriented. Give everyone equal op- easy access and that have few rules, that will end portunity to play different roles, and don’t allow certain quickly so transition can be made to new games. Make people to dominate. Increasing or decreasing chal- room for new arrivals or latecomers and quickly incor- lenge, simplifying or complicating moves, and changing porate them into play. Be ready to shift games as group boundaries may be necessary to adjust the speed of size changes. the game, its dimensions and the ease of achieving its Game playing is initially best started by having the object. You want everyone to have as equal an oppor- group forming a circle while the leader explains the tunity to enjoy participation in the game. game. You can play games in this formation, count off to create teams, or walk around the circle, while every- Be flexible – if a game isn’t working, adapt the one has their eyes closed, touching backs to designate game or do something else. If a game is working secret players or create “It.” well, stick with it. A variety of several games they Make sure everybody can hear you. Begin with a know well and enjoy is better than trying new general description of the game including its imagery, games every single day. Older kids especially seem object and if possible a familiar game category. Try to to prefer the same game every day. Relay races give them choices as to who plays what. Practice any always work well, especially if made slightly com- special moves or phrases ahead of time. plicated, and are good to fall back on when other Have a balance of strenuous and lower activity games aren’t working. With larger groups, break games. Let players stretch their bodies and feelings into multiple teams. Watch your time! slowly at first. Try to conclude with an appropriate “wind-down” game as well. Be sensitive to when the players are getting tired and may need a less strenu- Hula-Hoop Center ous game, or even to stop playing; or when they are Turn any floor area in your room into an instant becoming bored and need something new or more learning center. Put a hoop on the floor and place a “interesting.” folder activity and game pieces within the circle. The Be very safety conscious, and give clear safety hoop provides a well-defined work space which can be instructions to the children. Make it clear that the moved easily at your convenience. objective is a good time for everyone. Stress the use of strategy and teamwork. Avoid contact games - some Obstacle Course will get rough, tempers get shorter as time goes by, Materials and someone always gets hurt. 10 Small hoops Work towards building trusting relationships be- tween players. Balance individual expression with group Objective awareness and community sharing. Play down aggres- Encourage physical development by setting up an sive competition, stress co-operation. As the leader, age‑appropriate challenge course where children use don’t take yourself too seriously. Keep your sense of large‑motor skills. humor at all times, just one outburst of anger will turn

100 Best Practices for the Gymnastics Business In Advance Using hoops, set up an outdoor obstacle course. In Advance Place the small hoops in a line that’s easy for children Place hoops on the floor or on the ground in a large to step in approximately one foot from the end of the open space. previous hoop. Use chalk or colored tape to mark the spot where you want children to begin. Take a minute Activity to do the obstacle course yourself, making sure it will Gather children together. Ask them to demonstrate work for your group. ways they can move and stretch to make their bodies bigger and smaller. Activity Put on the music and point out the hula hoops to Have everything set up before you take your group children. Ask them to pretend the hoops are islands outside. Explain to children that the activity they are and that they are on a trip. Invite children to begin their going to be doing is called an obstacle course. Some travels by walking, hopping, tip-toeing, or skipping may be familiar with the term and want to share what around the island hula hoops as the music plays. they already know. Explain that when the music stops, they must stop Explain to children that each person begins at the their traveling and “visit” one of the islands by placing colored mark on the ground and that everyone will a foot inside any of the hoops. Make sure everyone have a turn hop on both feet through the hoops, hop knows that more than one child can visit the same on one foot through the hoops, and crawl through the island at the same time. hoops (bear walk). When they finish, they can return to Turn on the music again and send travelers back the end of the line and wait for another turn. on their way, skipping, hopping, or jumping, but this Accompany the activity with a song (sung to the tune time remove one of the hoops. Encourage children to of “She’ll Be Coming ‘Round the Mountain”): They’ll continue traveling in different ways and routes around be hopping on two feet when they come. They’ll be the island as the music plays. hopping on two feet when they come. They’ll be hop- Every time the music stops, have one less hoop avail- ping on two feet, they’ll be hopping on two feet, and able. Challenge children to squeeze closer together and they’ll be hopping on two feet when they come. use their ingenuity to find ways for every traveler to fit Change verses to “hopping on one foot,” “hopping a foot or toe in the fewer and fewer spaces, even when through the hoops,” “crawling through the hoops.” there is only one remaining island! For younger children: Begin with a simplified version For younger children - Try using 10 hoops when of the obstacle course. As children become familiar introducing children to the activity to give them more with the course, you can add to it gradually. space and time to become acquainted with the activity. For older children: Use chalk to add numbers and For older children: After you’ve enjoyed the activ- letters to the area inside the hoops. Invite children ity, encourage children to create pictures and dictate to “hop to number 3,” “skip to letter A,” “jump to stories about island life. number 8.” Keep group sizes small. Two- and three-year olds REMEMBER will get frustrated if asked to wait a long time for their Help children work together to find a way to fit turn. When children have mastered this course, ask for everyone on the last island. Children will love it if their help constructing a new one. you play too. Musical Islands A great non-competitive “musical chairs” type of game. Other option Set up a circle of hoops, making sure you have Materials half the number of hoops as you have children in the group. Invite children to find a hoop to sit in with a • 6‑8 hula hoops partner. Next, call out an instruction, such as “If you • Cassette tape or CD of lively music are wearing tie shoes, move over one hoop,” or “if you • Cassette or CD player had juice with breakfast, move to the hoop across the circle from where you’re sitting.” Let children know Objective: that their main goal is to help as many people share the Children will practice problem-solving skills in an ef- appropriate space as possible. fort to work cooperatively.

101 Best Practices for the Gymnastics Business Hop In the Hoops • Straight stretch toe jumps (concentrate on toes During this activity children use gross motor skills. down) – (20) • Knees high sprints (again concentrate on toes Materials down) – (2 laps) Different colored hoops, an open area and drum or • Piked body (lean against wall, hips at 90º tambourine. • Toe raises – (20 forward, 20 turned out, 20 turned in) Activity • Shoulder (handstand) hops up onto 8” mat – (20) Let the children warm up in an open area. Give the • Punch backs - (20) if Coach is available, slide in 8” children different ideas for moving around - walk, hop, landing mat to land on stomach in straight body skip, run, walk sideways, and run backwards, and so position, arms up! on. Place lots of different colored hoops around the • Handstands - open space. Demonstrate to the children how to walk – Stomach against the wall or run around without touching the hoops. Intersperse - Shoulder shrugs – (20) these instructions with ‘stand in groups of two in red - Wrist shrugs – (10) hoops’ or ’three people go into each green hoop’ and – Back against the wall - so on. - Shoulder shrugs - (20) Get the children to listen to the next instruction using - Wrist shrugs - (10) a tambour, beat the drum or clap your hands; the chil- • Shoulder (handstand) hops with ½ turn, fall to dren stop and listen for the next step. For example, put bridge – (10) your hand in a hoop; put your foot in a hoop. Make • Laying with hips across folding mat, hold straight it more complex by adding colors and numbers. For body position with arms up – (10 20-second example, put one knee in a red hoop, put four fingers holds) in a yellow hoop and so on. Vault Drills REMEMBER • Run down mat, jump onto board, and stick landing. • Jump Backs-jump onto springboard and land back Children over four may get competitive when play- onto mat. ing games that involve motor skills. Remind them • Run with surgical tubing around waist while part- that there are no winners or losers‑just players. ner holds tubing. • Arm circle rebound off spring board. Spin Off: • Punch to block (squat on). Use a digital sports stopwatch to time the children’s • Handsprings progressions - stretch jump. relay races, and invite children to take turns timing dif- • Super girl over horse to coach. ferent races. Keep a list of the different times to record • Punch to hollow handstand, fall flat. on a graph later. Engage children in a discussion com- paring the different times of each race. Which races were longer? Why were some races quicker? BARS COMPLEX The following lists of skills are designed for basic • Hanging on high bar – hold hollow/tap position recreational level activities. They are not part of any (3 sets of 15-second holds) USA Gymnastics curriculum but are designed to provide • Hanging on high bar – hold whip/arch position a basic understanding of typical progressive gymnastics (3 sets of 15-second holds) class activities for school-age children. • Hanging on high bar – fast whip/tap positions (3 sets of 15) • Hanging on high bar – leg lifts; pike/straddle VAULT COMPLEX through (3 sets of 10) • Right Leg Sprints – (2 laps) • Hanging on high bar – pull-ups to chest • Left Leg Sprints – (2 laps) (3 sets of 10) • Straddle Jumps (concentrate on 1st position) – (20) • Hanging on high bar – high whip/tap swings • Partner Runs (3 sets of 10) – with surgical tubing – (2 laps) • Hanging on high bar – pull over, roll forward, pull – backwards with hands on partner’s shoulders – over (3 sets of 5) (2 laps) • From front support on low bar – shoulder shrugs (3 sets of 15)

102 Best Practices for the Gymnastics Business • From front support on low bar – dips to chest and • Passé walk with knees forward, knees side, then push up (3 sets of 15) step • From front support on low bar – straight-arm push • Arabesque walk with legs straight high forward, up to knees (3 sets of 15) high side, high back, and then step • From front support on low bar – high straight arm • Grapevine side step cast, return to bar (3 sets of 10) • Relaxed walk backward • From front support on low bar – rock back, bring • High straight stretched jumps toes to bar (3 sets of 5) • Assemble’, stretched jump, pivot turn • Glide kips (10) or • High straight stretched jumps backwards – Glide kip; cast away, kip (3 sets of 3) • Split leaps • From front support on low bar – cast, double back • Full turns – use various free leg positions hip circle (3 sets of 3) • Cross Handstands • From front support on low bar – cast to hand- • Side Handstands stand (3 sets of 5) • Cartwheels • Scales – use various free leg positions; including Bars Drills arabesque’, attitude, passé, etc. • Squat on drill with floor bar. • Back walkovers • Toes to bar L hang, but knee high. • Handstand pirouettes • Exercises using tubing between legs of bars. • Back handsprings • Kick-Over using wedges. • Round-offs • Chin-Ups • Mounts and dismounts • Pull-Ups • Straddle swings Beam Warm-Ups – 4 Passes • Casting stations • Fouette’ hops in crown • Glide Swing-off panel mat/panel with carpet • Arabesque hops (forward and backward) square. • Long jumps – AGGRESSIVE • Clean pullover, back hip circle, etc. (Bean bag • Hollow hops, shoulders up between legs) • Swing forward/back hops – stationary for leaps • Squat-on-on low corner bar-jump to squat-on • Connected split jumps – hips under from floor. • Handstand step in 5 times – squeeze inner thighs, • Also use balance beam-hands on beam, feet on butt floor; jump to squat on. • 5 back walkover back – handspring step in • Glides-Put carpet square on panel mat and do • 5 handstands to lunge (can’t see foot) pike glides with extension. • Draw diamond on floor and perform straddle Beam – Conditioning glides, with toes following diamond shape. • 20 beam push-ups • Stand on panel mat behind bar with hands on bar • Split handstand with partner; one leg under beam and hips back. Push back to a glide, coming back – push 10 times (both legs) to stand on panel mat. • Active pull 10 times • Legs – Lots of pike ups hanging from bar. • Jump rope on beam, 3 minutes - push ankles, • Pull Down-Hang from bar, in straddle, teacher hips / shoulders square holds ankles. First little swing, then big swing with pull down. Ending in support position on bar. Straight arms and straight legs!! FLOOR EXERCISE COMPLEX • Kips – Put cone out in front to reach for with toes, • Right Leg Sprints – (2 laps) encouraging extension. • Left Leg Sprints – (2 laps) • Push ups – (20) • Straddle press to Handstand – (10) BALANCE BEAM COMPLEX • V Ups – (20) All passes performed twice – once on flat foot and • Long Jumps – (2 laps) once on high toe: • High straight stretch Jumps – (20) • Pop ups (straddle) to Handstand – (10) • Relaxed walk with hands on shoulders • Pop ups (piked) to Handstand – (10) • Relaxed walk with hands on hips

103 Best Practices for the Gymnastics Business • Hold straight stretched body position – (20-second • Mat to bridge position-reverse to handstand holds: 5 standing, 5 on stomach, 5 on back) • Bridge Kick over – Wedge or panel mat • Handstand roll out • Front Handsprings – Handstand fall flats/ hand- – Tuck up to Handstand – (1 lap) spring off raised surface – Straddle up to Handstand – (1 lap) • Back Handspring – Wedge – Pike up to Handstand – (1 lap) • Hollow / Arch – Use square ball • Back Extension Rolls with straight arms, pike • Cartwheel – Over panel mat down with arms up – (1 lap) • Cartwheels UP incline mats • Front Limbers – (1 lap) • Front Walkovers – (1 lap) Floor Exercise – Conditioning • Series: Front Limber, Front Walkover, Front Hand- • Handstand position for 30 seconds – arms back, spring step out – (1 lap) no steps! ribs in, hips under • Back Limbers to Handstand, pike down – (1 lap) • Handstand roll – finish in handstand position • Back Walkovers – (1 lap) • Back extension roll, pike down • Back Walkover to Handstand, ½ pirouette; step • Front limber – push TALL out – (1 lap) • Front walkover/front limber • Series: Front Handspring step outs – (1 lap) no • Back limber, pike down steps! • Back walkover – tall shoulder to hip • Side Cartwheels – (1 lap) • Front handspring step out – flat armpits down and • Side Cartwheel, ¼ turn, late step in with arms up! up (starting position) – (1 lap) • Power hurdle front handspring step out, front • Kick out Hurdle, Round Off – (1 lap) handspring two feet • Back Handspring step out with arms up! – (1 lap) • Side cartwheel • Back Handspring step in, Back Handspring step • Side cartwheel, step in LATE out series – (1 lap) • Power hurdle round off • Power Back Handspring series with straight bodies – (2 laps) Floor Exercise - Endurance Conditioning • Splits • 10 sprints – Right Leg – (five 30-second holds) • 10 push-ups – Left Leg – (five 30-second holds) • 6 sprints – Center – (five 30-second holds) • 25 V-ups • Round Off, Back Handspring, Back Layout – (5 laps) • 2 right leg / left leg sprints • Punch Front Tuck Saltos • 10 straddle up to handstands – Overhead lift – (5 laps) • 4 sprints – Underhand lift – (5 laps) • 10 pike up to handstands • Over Splits OR – Right Leg – (five 30-second holds) • Running Tens (ten FX laps with push-ups or – Left Leg – (five 30-second holds) crunches; 10, 9, 8, etc.) – Center – (five 30-second holds) • Handstand Push ups – Stomach against the wall – (3 sets of 5) – Back against the wall – (3 sets of 5) Simple Drills for Giant Swings “They Might Be Giants” is a FUNdamental progres- Floor Exercise Drills sion system that coaches can use to teach giant swings • Hand stands against wall, mats against wall in their recreational classes. Almost all of the drills are • Roll back onto back and forward to stand up (no appropriate for and could be performed by 6-year- hands) old beginning gymnasts up through adults. This is a • Partners lock arms while standing and go to sit- comprehensive list of drills to be performed at various ting position-reverse to stand stations: high bar, low bar, single bar, floor bar, and • Stand with back facing wall about 10 inches away, TumblTrak / trampoline. This system has proven very ef- stretch up and walk hands down wall fective but is by no means the “end-all” list of possible progressions.

104 Best Practices for the Gymnastics Business High Bar handstand • Long hang • Handstand, drop bounce to back, bounce up to • Long arch position handstand, fall to front drop • Long hollow/scoop position • Whip-Tap Strap Bar • Whip-Tap swings • If available, use a single bar to postpone the “low • Whip-Tap with DynaBand (for conditioning) bar anxiety.” • Encourage experimentation. Floor Bar • Prepare the athlete for “stall swings” and allow • Kick or jump to handstand to belly flop on crash bent legs on top of swings. mat • Emphasize control of swing. • Back extension roll down incline mat over floor bar A Few Suggestions • Back extension roll down incline mat over floor • Safety Always! bar to belly flop on crash mat • Always remember to check all spin locks. • Lever up • Make sure ALL landing surfaces are well-padded. • Lever up to handstand on floor bar to belly flop • Make sure all potential hazard areas are matted / on crash mat padded (cable tighteners). • Most of these drills were designed to be per- Low Bar formed on the Low Bar. Allow, and maybe even • Cast to horizontal away from bar encourage, bent legs for the early learning stages. • Bent knee swings • Bars should be low enough that children are only • Bent knee swing pullover about 4” from the floor with body fully extended • Straddle sole circles (3x) and toes pointed. • Whip-Tap swings (3x) to long hang pullover • Metal bars are a better circumference for smaller • Cast (to horizontal or higher) to long hang pull- hands. over (Baby Giant) • Be aware of potential use areas where an athlete • Low Bar Baby Giant to immediate back hip circle may fall and make sure every area and station is • Low Bar Baby Giant to immediate back hip circles properly matted so as to avoid injury. (2x) • Beware of unsupervised activities through, • Low Bar Baby Giant to immediate clear hip circle around, anywhere near your class. • Low Bar Baby Giant to immediate clear hip circles • At no time should any athlete be out of your field (2x) of vision. • Do not allow athletes to attempt skills before they High Bar have mastered all lead-up skills and are properly • Cast to horizontal away from bar prepared (physically, mentally, and emotionally) for • Whip-Tap swings (3x) to long hang pullover the next drill. • Cast (to horizontal or higher) to long hang pull- • Avoid “Paralysis By Analysis.” At the beginning over (Baby Giant) levels of learning, worry less about technique and • Baby Giant* to immediate back hip circle more about the process. Let the student experience • Baby Giant* to immediate back hip circles (2x) the natural desire to swing and let them explore the • Baby Giant* to immediate clear hip circle movements. Form and execution can be addressed • Baby Giant* to immediate clear hip circles (2x) as the comfort level of performance increases. • Keep vigilant for signs of fatigue. Some of these Trampoline / TumblTrak drills are so much fun for the athletes that they • From back, bounce (3x) to back pullover may want to continue when they should stop. • From back, bounce (3x) to back pullover to hand- • Try to engage the athletes in having fun and the stand desire to learn. Remember to teach the child and • From handstand, drop bounce on back, back up not the skill. to handstand • Handstand, drop bounce to back, bounce up to

105 Best Practices for the Gymnastics Business “Baby Giants” to get some momentum, and then straighten your legs for the rest of the set. STEP #1 After casting (to horizontal or higher), you should assume the proper body position; head between the Easy Drills for Twisting Skills shoulders, shoulder angle wide open; body completely “Easy Drills for Twisting Skills” is a FUNdamental stretched away from the bar. progression system that coaches can use to teach twist- ing skills in their recreational classes. Almost all of the STEP #2 drills are appropriate for and could be performed by To set up your tap, you will need to hollow your 6-year-old beginning gymnasts up through adults. This entire body. To do this, you need to use your upper is a comprehensive list of drills to be performed at vari- body and not just your hips. Try to round your back and ous stations: floor exercise, mat stations, and trampo- avoid just piking at the hips. line. This system has proven very effective but is by no means the “end-all” list of possible progressions. STEP #3 As you approach the bottom of the swing, it’s time Dominance Drills to relax a little and let gravity create a natural tap. Your • Eye body will go from the hollow position to an arched po- • Thumb sition. Be sure to keep perfect form, however. Imagine • Hand leading through the bottom with your belly button. • Arm • Head STEP #4 • Jump As you pass through the bottom, your legs will • Cartwheel automatically begin to lift forward (if you are relaxed). As you kick through the bottom, lift your knees vigor- Floor Exercise ously as though you were doing a flyaway dismount. • Jump ½ turn – dominant direction Lift your knees in front of you, bending at the hips and • Jump full turn – dominant direction knees. Be sure that you are lifting your knees rather • Jump ½ turn – non-dominant direction than just dragging your feet behind. • Jump full turn – non-dominant direction • Hollow position on back on floor, arms overhead, STEP #5 roll over to stomach Continue lifting your knees while keeping your head • Hollow position on back on floor, arms overhead, between your arms. Do not throw your head back, as full roll over to back hollow this might cause you to open up from your tuck posi- • Forward roll, jump ½ turn – dominant direction tion. Keep your shoulder angle firm. As you lift your • Forward roll, jump ½ turn – non-dominant direction knees, you will be shortening the radius of your giant • Backward roll, jump ½ turn – dominant direction circle. In terms of physics, this is what enables you to • Backward roll, jump ½ turn – non-dominant direc- go over the top. tion Most beginners open up at this point and look back • Forward roll, jump full turn – dominant direction at the bar. If you do that, you will slow your swing by • Forward roll, jump full turn – non-dominant direc- enlarging the radius of your giant circle. tion • Backward roll, jump full turn – dominant direction STEP #6 • Backward roll, jump full turn – non-dominant Keep your knees bent all the way to the top. When direction you make it to the handstand, just straighten your • Forward roll, jump ½ turn – dominant direction, knees and start the giant again. You may go a little immediate backward roll faster than you expected, because when you shorten • Backward roll, jump ½ turn – dominant direction, the radius of the circle you will speed up. Don’t worry; immediate forward roll you will learn how to control it very easily. • Forward roll, jump ½ turn – non-dominant direc- When you have mastered the bent-knee giant, go tion, immediate backward roll ahead and try going all the way around with straight • Backward roll, jump ½ turn – non-dominant direc- legs (lifting the toes instead of the knees). At first, it’s tion, immediate forward roll a good idea to do the first 1-2 giant with bent knees

106 Best Practices for the Gymnastics Business • Forward roll, jump full turn – dominant direction, Trampoline / TumblTrak immediate forward roll • Back drop, full turn, back drop • Backward roll, jump full turn – dominant direction, • Front drop, full turn, front drop immediate backward roll • Back drop pullover, bounce, full turn • Back tuck, bounce, full turn Floor Exercise • Back tuck, full turn • Kick or jump to handstand, fall forward to belly • Back salto (open tuck or layout) with half twist flop on crash mat • Back salto (open tuck or layout) with ¾ twist • Kick or jump to handstand, fall forward, ½ turn to • Back salto (open tuck or layout) with full twist back drop on crash mat • Kick or jump to handstand, fall forward, full turn A Few Suggestions to front drop on crash mat • Safety Always! • Kick or jump to handstand, fall backward to back • Be aware of potential use areas where an athlete drop on crash mat may fall and make sure every area and station is • Kick or jump to handstand, fall backward, ½ turn properly matted so as to avoid injury. to front drop on crash mat • Beware of unsupervised activities through, • Kick or jump to handstand, fall backward, full turn around, anywhere near your class. to back drop on crash mat • At no time should any athlete be out of your field • Back extension roll to handstand, fall forward to of vision. belly flop on crash mat • Do not allow athletes to attempt skills before they • Back extension roll, handstand, fall forward, ½ have mastered all lead up skills and are properly turn to back drop on crash mat prepared (physically, mentally, and emotionally) for • Back extension roll, handstand, fall, full turn to the next drill. front drop on crash mat • Avoid “Paralysis By Analysis.” At the beginning • Back handspring to handstand, fall forward to levels of learning, worry less about technique and belly flop on crash mat more about the process. Let the student experi- • Back handspring to handstand, fall forward, ½ ence the natural desire to swing and let them turn to back drop on crash mat explore the movements. Form and execution can • Back handspring to handstand, fall, full turn to be addressed as the comfort level of performance front drop on crash mat increases. • Back handspring to handstand, fall forward to • Keep vigilant for signs of fatigue. Some of these push-up position on crash mat drills are so much fun for the athletes that they • Back handspring to handstand, fall, full turn to may want to continue when they should stop. push-up position on crash mat • Try to engage the athletes in having fun and help instill the desire to learn. Remember to teach the Mat Stations (stacked mats or blocks) child and not the skill. • Back extension roll to handstand, fall forward to • Use visual cues whenever possible. Give the stu- rebound push-up position dent something to look for. • Back extension roll, handstand, fall, full turn to rebound push-up position Positive coaching a competitive gymnast • Back handspring to handstand, fall forward to You may have found yourself in a position of trying rebound push-up position to get a gymnast to perform a particular skill or drill • Back handspring to handstand, fall, full turn to and have that gymnast unable to complete the as- rebound push-up position signment or maybe simply refuse to try. How did you • Back extension roll to handstand, fall forward to respond? Many coaches end up treating that gymnast hollow position stand as they were treated by their coaches back when they • Back extension roll, handstand, fall, full turn to were athletes – often with threats and punishment. rebound hollow position stand Back in the “old days” coaches were typically dictato- • Back handspring to handstand, fall forward to rial disciplinarians in control of all aspects of practices hollow position stand and competitions with no room for anything but com- • Back handspring to handstand, fall, full turn to plete compliance with their directions. hollow position stand The time for such negative coaching is past. It may

107 Best Practices for the Gymnastics Business take more effort and planning to be a positive coach even the youngest competitive gymnast can learn to but it does not necessarily take more time to produce take charge of themselves and coaches will end up upper level gymnasts. Successful coaches will lay out with motivated, goal oriented athletes. Like trying to the plan for athletic excellence and articulate the plan put toothpaste back in a tube, you cannot take back to the gymnasts. Coaches must accept that an athlete negative comments once they are exclaimed. will ultimately set the pace and that there are no short- There are still too many coaches that discipline their cuts and resist trying to accelerate the learning curve. athletes with “extra” conditioning. What can be gained Regardless of the age of the competitive gymnast, by assigning “extra” conditioning as a punishment for coaches must engage the athlete to take responsibility mistakes? Using exercise as a punishment is counter- for their own improvement and achievement. Too of- productive in that we should be trying to teach our ten, coaches live vicariously through the success of their athletes to appreciate conditioning rather than equate gymnast and don’t allow the athlete to make choices exercise to a negative. What can be accomplished by and accept the responsibility for their actions. Coaches assigning meaningless repetitions in the name of dis- need to learn to check their ego at the door. cipline? Skills repeated for the sake of repetition often There must be natural consequences for misbehav- lead to repetitive use injuries and little if any improve- ior but coaches need to create an environment that ment is made in the skill. If an athlete balks or refuses allows mistakes. If an athlete deliberately violates an to attempt an assigned skill, what benefit is there to established training rule, there should be a logical send the child home as punishment for failing to try? consequence; for example, arriving late for practice A positive coach realizes that there is a reason for the may result in staying late to make up the missed work; problem and will try to find an explanation in order to failure to attempt or complete assignments may result find the solution. If the gymnast is afraid, help the child in being withdrawn from the next meet. Mistakes, recognize, address and overcome the fear. however, should be an accepted part of work-outs. When athletes come into your gym, how do they feel Mistakes need to be addressed and corrected but there and what will they hear from you? Just as every athlete should not be “punishment” included in the response has physical differences in size, flexibility, strength to an error. Gymnasts must be allowed to learn from and power, they also have psychological differences mistakes and helped (coached) to recognize and under- in personality and behavior. The challenge of positive stand the mistake and the method to correct it. coaching is recognizing the individual differences in Gymnastics is certainly a difficult enough sport; most each athlete and learning what motivates each to suc- gymnasts do not intentionally make mistakes while per- ceed. Coaches must look at their duty as developing forming. A gymnast that believes they will be punished strong character rather than creating athletic machines or criticized no matter how hard they try will simply that perform to their bidding. The strong individual stop trying whereas an athlete that is relaxed and not is in control of their emotions and able to make wise performing under fear of retaliation by the coach for decisions for themselves while willing to take responsi- making a mistake will perform at an optimal level. bility for their actions. An athlete that is confident and Coaches that use a young gymnast’s age as an self-motivated is much more apt to work harder and excuse to dominate and dictate are simply not develop- longer at an assignment. Take the challenge; be a posi- ing the type of athlete that is self-reliant and self-mo- tive coach. tivated. Provided with positive choices and direction,

108 Best Practices for the Gymnastics Business Chapter eight Facilities and Equipment

Facilities – three key decisions strive to keep your costs low while you try to maximize When it comes to the most important factor to con- your income. sider for where your facility should be, if you guessed There are Tiny Town gyms all over America where “location, location, location” as the three key decisions the owners open a gym in their town because they noted in the sub-heading of this section you would not want to live and work in small town USA. They also be far off the mark. Location is indeed the first of the want the benefits and joys of gymnastics to be avail- three decisions that you must make when it comes to able to the children in small town USA and they want the actual physical reality of your gymnastics business. to be able to pursue their love of gymnastics. These But the other two are just as important. owners are opening a gym in order to buy a certain So important, In fact, that it is highly likely that the lifestyle that is not so much centered on money as it is decisions you make about your facilities will have more on staying close to home. Even so, the gym must still to do with the ultimate success of your gym than any make a profit in order to keep the doors open. other decisions you will make. If you make the right It should also be obvious that if you choose to open decisions you will have a much better chance to do a a gym in the inner city core of large-city, urban America great job for your students and make a decent living you will have a very small business because many than if you do not. of the families who live in inner-city America cannot afford to pay for their children to take gymnastics in The Three Decisions: a for-profit gymnastics school. This is not to say that these children are not deserving nor does it imply that 1. Where should I locate the gym? the parents of these children do not want their kids 2. How big should the gym be? to have every opportunity. It is simply recognition of 3. How should I layout the gym? economic reality and it points to the need to have not-

for-profit recreation centers, church and civic organiza- tions, YMCA’s and other entities shoulder much of the Where should I locate the gym? work here. However, there are gyms that do make a The old saying is right: location, location, location. go of it in these environments and some of these gyms If you ever want to make any money you must locate have been in business for years. Like their counterparts where there are enough children to fill your gym and in small town rural America these gym owners do not you must locate in a community where the families operate their gyms so much for the financial rewards as make enough money to pay for gymnastics. High pop- they do for the kid and community rewards. God bless ulation density and above average household income them all. levels: these are the keys. For most prospective gym owners the choice of location will fall somewhere in between these two There are some exceptions extremes. We have already looked at two extremes at It should be obvious that if you live in a tiny town in the lower end of population density and income levels, rural Ohio and you want to open a gymnastics business now let’s take a look at the high end of both. in your tiny town you will have a tiny business because From an income-generating perspective there can there are not many children around. This does not be no better location for a gymnastics business than in mean that you cannot make a go of it in Tiny Town, the growing, affluent, high-population areas spreading but it does mean that the other two factors, size and outward from our major cities. The endless suburbs are layout, become even more important to you as you

109 Best Practices for the Gymnastics Business what we are talking about and many gym businesses 4. Be very careful if you look to locate in a warehouse are thriving in such a environment. complex. There are two major drawbacks to this Within this suburban environment several specific type of space. First, you will have little exposure factors come into play that should impact your decision within the broader community which means that on where to locate. you will have to advertise more. Second, to the

extent that your children and families have to com- 1. Convenience is the ultimate determination of pete with large trucks for space within the park- where most of your prospective customers will ing area you will create a huge turn-off for many send their children for their gymnastics lessons so customers. Plenty of successful gyms have located make sure your gym is convenient. The biggest in these types of complexes but times and expecta- convenience factor is a short drive. Try to locate in tions change and you should be careful. the center of the suburban area so there is hous- ing all around you. It is often cheaper to locate 5. Finally, be aware of natural and man-made barri- on the edge of town but if you make this choice ers that make any location less convenient. If you you make your gym convenient for a much smaller have choices within a good area pay attention to percentage of the families in the area. the factors than can make your otherwise terrific location tough for your customers. Barriers such 2. To the extent that you can, locate in an area that is as rivers, freeways, and mountains often have few already supporting other businesses and facilities ways to get across and these choke points may that cater to children and their families. If there cause your potential customers to have to drive a are already thriving dance schools, martial arts long way to get to you. Of critical importance is academies, soccer facilities, swimming pools, day traffic. No one wants to sit in massive traffic jams care centers, elementary schools, and so on try to in order to get their kids to gymnastics. locate in this area. Such a terrific location provides the convenience of “one-stop-shopping” for your families, great exposure as families pour into this How big should the gym be? area and find your gym, and the peace of mind Most gyms are too big and the parking lots too that comes from locating your new gym in an area small. that has proven it can support similar businesses. According the results of the Member Club survey There is one caution, however. Be very careful if conducted in the summer of 2006, the average gym you contemplate locating your new gym close in the United States is over 15,000 sq/ft. The average to an existing gymnastics school. Unless you are gym enrollment in the USA stands at around 500 chil- absolutely positive that you can do a much better dren. There is no way to put this delicately. In the vast job, a job so good that you will pry families away majority of cases an enrollment of 500 students cannot from the existing gym, then think many times support a gym that is 15,000 sq/ft, or larger, in size. before you pit yourself against an established gym. The owners of these types of gyms are, on average, not At the very least you are splitting your potential making much of a profit based on their investment of customer base by sharing the pool of potential time, effort, and money. students with another gymnastics operation. At So, how big should your new gym be? the worst you commit financial suicide by going up Since everyone’s situation is somewhat different it is against a large established gym that can fight back difficult to provide specific answers. But if the national by adding space, programs, equipment, and staff averages are used as a starting point some general that you will be hard pressed to match as a start standards can be presented. up business. Large and successful gyms are large The first standard has to be the recognition of the and successful for a reason. Think hard before you fact that 500 students can easily be accommodated in locate within 5-10 miles of a thriving gymnastics a gym that is 10,000 sq/ft in size or smaller. This is true school. even when the gym offers a competitive team pro- gram. In fact, a very general rule-of-thumb can provide 3. Even if you cannot locate in an area full of child- a quick approximation of how much space is actually centered businesses and programs you can look to needed. As a starting point consider 10 sq/ft for each locate in an area that draws plenty of families for student a good estimation. other reasons. Grocery stores, home improvement Thus, a gym with an enrollment of 250 students centers, and drug stores generate loads of traffic should be able to operate effectively and efficiently in a and are good ways to help your potential families gym of 2,500 sq/ft. Five hundred students: 5,000 sq/ft. find you. One thousand students: 10,000 sq/ft. and so on.

110 Best Practices for the Gymnastics Business It may seem difficult if not impossible to operate a 2. Floor space is the single most important area in the gym, let alone a competitive team, in such a modest gym. A competition floor measures 42’ X 42’. This gym. Doing so is neither easy nor convenient, which is the absolute minimum that should be provided probably explains why so few even make the attempt. for floor. A competition cheer floor measures 42’ X But those who have an interest in both doing a fine 54’ (USASF) and providing a floor this size allows job with their students and making a good living for for the addition of cheerleading training which is themselves would not operate in any other way. a very good idea and it also adds additional floor Another way to think about the relationship between space that can always be put to good use. If the the size of the gym and the size of the enrollment is to additional cheer floor space is thought of as a side- consider the implications of a very simple number. That panel then extending that side-panel into a 54’-60’ number is “gross income per square foot.” spring-strip makes a lot of sense. This extension in- In order to determine that number divide the total stantly adds an additional tumbling station in your revenue earned each year through the normal opera- gym and it allows the gymnasts to perform full-out tions of the gym by the total square feet of the facility. floor routines while still permitting other gymnasts If the gym takes in $500,000 and the gym operates to tumble. This spring-strip can also empty into a in a 15,000 sq/ft facility, the equation looks like this: pit. (2,500) $500,000 / 15,000 = $33.33. 3. According to the assumptions made above ap- According to the National Member Club Survey gym proximately half of a successful gym’s enrollment owners who reported annual income per square foot of can and should come from preschool students. $40.00 or less made less than $50,000 a year through Therefore, you simply must dedicate space to the the operation of their gymnastics business. Those that preschool program. If you decide to organize your reported income levels at $25.00 per square foot or preschool classes to make use of creative circuits less earned less than $25,000 a year. that are set up each week in the gym (a very good It was only when income levels reached $50.00 or idea) then a successful gym will make use of at more per square foot that compensation levels for gym least two such circuits each class whenever one, owners climbed above $75,000 a year. Only about two, or three classes are running. It takes 1,200 25% of the Nation’s gym owners achieved this level of sq/ft to organize two terrific circuits. It can take as income. much as 1,600 sq/ft to organize three circuits. If In the vast majority of cases the gyms in the sur- your preschool students do their music and theme vey operated in facilities that were too large for the inspired warm-ups on the spring floor then perhaps number of students enrolled. Overhead and operating they can make use of the side-panel added for costs including rent, utilities, maintenance, insurance, cheerleading. If not, then the gym owner must equipment, and so on can be overwhelming. This is dedicate space to provide a warm-up area for the particularly true in the summer when children typically preschool students. (1,200) head outdoors leaving the gym to struggle with low enrollment for three months of the year. 4. A simple vaulting station requires 100’ X 8’ at a So, how big should the gym be? bare minimum if you are ever going to train op- It should be big enough to provide an outstanding tional level gymnasts. If optional level gymnasts are learning environment for the students while still allow- not an issue then less can work just fine. Depend- ing the gym owner to realistically achieve income levels ing on the gym layout the vaulters can also run at $50.00 per square foot or more. across the spring floor making use of the spring If we assume an average enrollment of 500 students strip if that has been extended to 60’. (800) with 50% of those students enrolled in preschool 5. The bar area should provide at least three training classes, 40% in recreation classes, and 10% in com- stations. A typical set-up would include two sets of petitive team programs then the gym should probably uneven bars and a single bar. Use space savers to plan to offer the following equipment and space: make the foot print of the bars as small as possible. 1. Administrative and support facilities totaling no Try to set them up in a single line to save on mat- more than 20% of the total square footage. This ting and floor space. A tight set-up used for recre- space includes restrooms, waiting area, office and ation students and compulsory level gymnasts can counter space, storage, and a waiting sibling play fit in an area 12’ X 44’. Optional level competitors area. A staff lounge area is a nice luxury but it is a will require additional space. Additional single bars luxury. Many successful gym owners do not con- or a star-bar is a smart addition for the recreation sider the waiting sibling play area a luxury. (1,750) students. (525)

111 Best Practices for the Gymnastics Business 6. The balance beam area should provide at least would easily have room for 500 preschool students. four beams. Additional beams cut down on lines This gym can also offer four classes at a time for girls and waiting time. A mixture of low, medium, and since the gym can put a group on vault, bars, beam, high beams is ideas. Dismount areas at the end of and floor. Actually, there is additional room available the beams is not necessary for all the beams. In on trampoline and a second group could make use of fact, unless you are training optional level athletes the floor, but for this example only four groups will be it might not be necessary at all. Plan of 6’ be- considered at a time. Four groups with eight students tween each beam and be sure to provide padded, in a group means that 32 girls can take class at the unobstructed space at the end of the beams in the same time. Depending on class length at least three event of a fall. (600) class times can be offered each night Mon-Thursday 7. Trampolines are an absolute must for a success- with additional classes offered on Saturday morning. ful gym school. The children love trampolines. This means that 480 girls a week can take class using Gymnastics is a very difficult sport and trampolines this type of organization. provide an easy and fun event each week on which Thus far nothing has been scheduled for Friday night, every child can experience some success. Trampo- Saturday afternoon, or at any time on Sunday. These lines will keep your students coming back. Some times have traditionally been used for competition guidelines: (320) team training. These athletes pay much less per hour than the recreational children do and one of the trade- a. Do not make use of round back-yard trampo- offs for those lower tuition rates is training slotted for lines. You must differentiate your professional non-prime time hours in the gym. This “free” time can gymnastics program from these non-profes- also used quite effectively for birthday parties. sional pieces of junk. It is true that most gyms cannot count on full classes all the time. But it is also true that half the gyms across b. Seriously consider making use of at least two the country put seven children in preschool classes and trampolines so that the kids get twice as many nine in school-age classes. Do the math and discover turns. Three would be better. how many additional students can be added making c. You need not offer competition grade tram- this one simple adjustment to your gym organiza- polines. Plenty of companies offer trampolines tion. There is also additional free space in the gym at with beds that are 6’ X 12’. the beginning and end of the evening during which additional classes can be offered for cheerleaders, for d. Make the trampolines super safe. Either put trampoline and tumbling, boys’ classes, and so on. them in the ground, surround them with base- The single biggest obstacle to operating your gym in ball netting, or construct decking around them this way could come from a lack of parking places. If so the children cannot fall off. three groups of preschool students and four groups of Thus far the administrative areas, floor space, school age children are taking class at the same time preschool areas, and equipment come to about 8,000 then 50 parking places will be required if every par- square feet. If you were to add nothing extra a well ent parks and enters the gym. If some of these classes organized gym could easily provide lessons and team begin and end at the same time then many additional training to 500-1,000 students in this space. See how spaces will be required for the overlap. Add in staff in the next section, How I Should Layout The Gym. parking and a thriving gym will require close to 100 If you are skeptical that 1,000 children can train in a parking places. gym that is 8,000 square feet, then consider this. Should the gym owner want to add in-ground pits, This payout provides space for three groups of pre- boy’s equipment, or other items an additional 2,000 school students to take class at the same time. If we square feet should provide the space necessary and assume three classes with six students in class at a time would bring the total square footage to 10,000 square then 18 children can take class at a time. Four 45-min- feet. ute classes can be conducted in a three-hour block of The only reason to make the jump from an 8,000- time so 72 children can take class each evening from 10,000 sq/ft gym to one that is 15,000 square feet is to 4:30-7:30. provide separate training space that would allow two If preschool classes are offered every evening as well groups to train at the same time on vault, bars, beam, as on Saturday morning then 360 preschool students and floor. This might also be the case if a competitive can take class on Monday through Thursday evenings boys’ team had to operate at the same time as a gym plus Saturday morning. Add another 140 students full of girls’ teams and classes. taking preschool classes during the day and this gym

112 Best Practices for the Gymnastics Business How should I layout the gym? What you need to outfit your gym Basically, a gymnastics center needs the basics of Many gym owners coached competitive gymnastics gymnastics apparatus – floor exercise, vault, balance teams prior to opening their own gyms. Many others beams, uneven bars, parallel bars, rings, pommel horse, were competitive gymnasts themselves or had children and horizontal bar. You certainly do not need all of the in competition prior to opening their gyms. In most Olympic equipment; if you are planning to operate only cases these gym owners organized their gyms around a boys program for example, you would not need bal- the competitive team. ance beams or if your plans are for a girls program only, This might be a mistake. you would not need parallel bars. If you expect to run While coaching or offering a competitive team might a preschool or recreational program with a mix of boys be the driving force behind opening a gym in the first and girls, there are benefits of having your gym outfit- place, please consider that offering a quality competi- ted with at least one piece of each Olympic apparatus. tive program is very difficult if the gym is not making Every gym should probably have the basics of a floor enough money to hire and retain terrific coaches, pro- exercise area, a handful of balance beams, a set of vide new equipment when the old wears out, or when bars, a vaulting board or two, a trampoline or tumble the electricity is shut off. It is impossible to do any job track (well-supervised), and some ancillary condition- at all when the gym goes out of business. ing and preschool type equipment such as dynabands, Be smart and plan your profit-making gym space balls, hoops, parachutes, etc. first. The first consideration you need to make regarding Many gymnastics equipment manufacturers and what equipment to buy is what image you want your retailers offer computer-assisted design (CAD) drawings gym to project. A preschool-focused gym may not that can help you layout the facility and maximize your need multiple sets of competitive apparatus but it is use of floor space. Using a design template such as this a good idea to have at least one piece of each just to can really save time, energy, and reduce the possibility distinguish your gym as a gymnastics center rather than of critical mistakes. Contact your vendor to see if they a day care center or a dance studio. Even the move to offer this design service. “creative movement centers” and “children’s fitness centers” would benefit from the placement of Olym- Apparatus and equipment pic gymnastics equipment. Identify your gym with the The decision of whether to buy, lease, rent, or bor- sport of gymnastics and you will be able to reap the row equipment may depend on your business plan and benefits of collateral exposure during televised events your confidence level in the success of your business. and USAG promotions. Acquisition of equipment is very important and we can All of that stated, the image you develop for your probably go back to our buying a car analogy: you have gym may include walls painted with cartoon characters many options and there are advantages and disadvan- or inspirational quotes – depending on how you plan to tages to each. market your business. If your focus is on preschool, you Buying equipment outright ensures that you get will need equipment designed for children under the what you want, it is yours, and you may be able to age of six. Do not try to conduct preschool classes on get a better price deal from a vendor for an outright apparatus designed for older athletes and competitive purchase. The disadvantage is that like automobiles, activities. The same idea holds true for recreational and the depreciation on gymnastics equipment is quick and competitive activities; don’t try to conduct classes and severe. workouts with older children on equipment designed Leasing equipment is another option, as is trying to for preschool age children under 85 pounds. Purchase arrange a lease-purchase agreement. This provides you equipment based on the planned activity. with probably more equipment than you could afford outright but locks you into a long term financial com- Maintenance, repair, and replacement mitment. All equipment must be properly maintained accord- There are often opportunities to purchase used ing to the original equipment manufacturers (OEM) equipment at reduced prices from a multitude of sourc- specifications. Check the care and maintenance and es. You may be able to find a lot of good equipment at warranty information provided by the vendor or the reasonable prices but may end up having to arrange for manufacturer and follow the instructions carefully. transporting the equipment or picking it up yourself. A program of regular inspections, ongoing cleaning, Another drawback is that you might find yourself with and maintenance is crucial. Such a program will ensure a bunch of extra apparatus you don’t really want or that the equipment is performing properly and will need and carrying the burden of storing or disposing of protect you from some liability claims should an issue equipment you can’t use. 113 Best Practices for the Gymnastics Business arise over the condition of the apparatus. If equipment condition of everything in your gym – whether it is the becomes worn or begins to show signs of failure (such balance beams, uneven bars, or the carpet or comput- as cracks or splits, metal fatigue, smooth spots, etc.), ers and printers you use. Make sure your equipment is the equipment should be repaired or replaced. When working properly and efficiently. mats begin to lump, sag, or show their age, get rid of There is a sample equipment and facility checklist in them. the Risk Management section of the Appendix for your Every piece of equipment has an estimated life consideration. expectancy. Plan a replacement program and track the

PAID ADVERTISEMENT

UNSHAKABLE 888-875-3822

Insuring Your Gym with Perfection 114 Best Practices for the Gymnastics Business Chapter nine Developing Your Business

Making Your Mark – explaining who you are, what you do and how you do Branding Your Gym it. Your brand can already communicate that for you. You can spend your time focusing on students rather If you think only big corporate names need to think than educating your customers about your business. about things like brand names, think again. Your brand says a lot about you and your business, and that’s as How Do You Create Your Own Brand? true for a local gymnastics gym as it is for a multi- Your brand needs to say who you are, what you do national conglomerate. In this article we look at how and how you do it. It needs to do all these things at creating a strong brand for your business can help you the same time as establishing your relevance to your set yourself apart and lay the right foundation for the prospective customers. It is absolutely essential as you growth of your business. build your own brand, that you have a firm grasp of who you are, what you do and how you do it. If not, What Is A Brand? you’re going to send mixed messages to your clients Your brand is more than just your business name or and your legitimacy will be in question. the logo on your newspaper ad. It is your corporate Start with your mission statement. What is the mis- identity. An effective brand tells people who you are, sion of your business? Obviously you’re in business what you do and how you do it, while at the same to make a profit. Making a profit is a by-product of a time establishing your relevance to your customers. successful business. Focus on your core values and the Your brand is how your business is perceived by profits will follow. customers. If your brand has a high perceived value, A good place to begin thinking about your mission is you enjoy many advantages over your competition, to put yourself in the shoes of your customers. If you’re especially when it comes to pricing. Why do you think in the market for a gymnastics club, what things are people are prepared to pay exorbitant money for brand important to you? Different people will be looking for items? Perceived value; perceived value as a result of different benefits but you can bet that they want their very effective brand promotion resulting in high recog- child to be safe and well cared for. Cost is also likely to nition. be high on the list as is the training they will receive. This does not mean that every gym needs to create These things will be highly important to some and less a brand that will be recognized worldwide, but rather, important to others. So focus on the benefits that are that it is possible for your brand to dominate your likely to be highly relevant to the majority of your tar- niche market. get market. For our purposes, we will be using safety and skill-training education. Why Do You Need To Create A Brand? Your mission statement might read something like The main reason for creating your own brand is to “We Create Champions in the Safest Gymnastics Train- differentiate yourself from your competition. Gymnas- ing Center in the Midwest.” That’s a pretty general tics programs can be located blocks apart from each statement and if you decide to focus on a particular other. You need to constantly be looking for ways to niche of the gymnastics market, such as Girls Compul- set yourself apart from your competition. Your brand sory levels, you may want to more narrowly focus on can do that for you. that group in your mission statement. Now that you’ve Another good reason for creating your own brand is written your mission statement, you can begin think- to make your marketing more effective and efficient. ing about creating a brand that reinforces and supports You don’t have to spend your time with a new client your mission. You can now begin to think of your busi-

115 Best Practices for the Gymnastics Business ness using the fundamental questions of who you are, GymChamps what you do, and how you do it. You’re a gymnastics ”We Create Champions in the Safest Gymnastics center; you safely teach children gymnastics and train Training Center in the Midwest” them to compete successfully performing compulsory To establish brand awareness, this branding needs routines and earning championships. to be used consistently and frequently in everything When you create your brand, you need to keep the you produce, whether that is letters to clients, business who, what and how firmly in mind but also use the cards, brochures, invoices, advertising, promotions, on brand to establish your relevance to your target market your website, on the front door of your gym and on and build credibility with that market. List your busi- any personalized products you sell or give away. Also ness’s key features and characteristics, your competitive be consistent in your use of fonts and color schemes. advantages and anything else that sets you apart from These can be powerful in making your brand easily your competition. recognizable. Using our Girls Compulsory example, you’ll focus Once you’ve created your brand, you need to market primarily on the objectives from your mission state- and promote it, in addition to your regular services. ment namely, safety, girls compulsory competition and This is how you establish your credibility and relevance championships. to your customers and potential customer market. Identify and Describe Your Target Market. Decide Hopefully you can see why your brand needs to be sug- whether you want to target the entire gymnastics com- gestive of your mission statement. If, at the same time munity or only a segment of it such as “six to ten year as you’re selling your products and services you also old girls.” push your brand, your brand becomes synonymous Include the key elements from your mission state- with your products and services and vice versa. ment. The key elements from your mission statement were safety, children, girls, compulsory competition and championships. Find names that are suggestive of these elements. Don’t limit yourself to real words, though. Customer Service A coined name with no obvious meaning is a perfectly The adage “The customer is always right” may not legitimate name provided it conveys something about be true but “The customer is our reason for being here your business. You will find coined names easier to and deserves our attention” is true. The Golden Rule is trademark and secure website domain names for too. probably the best advice I can give in regard to cus- Let’s use GymChamps for our example. tomer service. Treat a client with respect and they will Use tag lines that reinforce your mission statement. usually respond with respect. Take the time to listen You could use something like: “GymChamps – Mid- and help a customer whenever possible. We do not west Level 6 champions since 1999” or “Gym- believe in an “It’s not my job” attitude. If we can help, Champs – Teaching Safe Gymnastics First, Second we will – with a smile. and Always.” Customer Service at the Counter How Should You Use Your Brand? A customer who has taken the time to stop in and Your logo is not your brand, but your logo should visit us in person deserves our undivided attention allow your brand to be instantly recognized by those (first come, first served of course). In the event you are familiar with it. To this extent, your logo helps create helping someone and another customer walks up to and reinforce brand awareness. the counter, at the first opportunity, acknowledge the The logo you create should be able to be used new customer with a friendly “I’ll be right with you” consistently in a variety of different media. It should be or a nod and a smile at the very least and return to the suitable for corporate letterhead and business cards, as first customer. When the phone rings while you are well as for your website and any signs. You don’t want working with a client, kindly excuse yourself to answer a confusing mishmash of logos and banners and heav- the phone with, “Good Morning/Afternoon/Evening en knows what else. Everything you produce needs to Menlo Park Community Services, this is...can you hold use the same, consistent style of logo so that your logo please? I will be with you as soon as possible.” and re- becomes synonymous with your brand. Instant recogni- turn to finish the walk-up customer. If we can help, we tion is what you’re going for, so don’t dilute it by using will - with a smile. If you cannot answer a customer’s several different logos for different purposes. question or accommodate their request, refer them to Establish consistent usage of your gym name, logo someone who can help or offer to take their name, and tag line. Put the brand name and tagline together, telephone number, and all other important information the physical manifestation of your brand will be: so that we can call them later.

116 Best Practices for the Gymnastics Business Customer Service on the Phone Top business performers have developed a multi-step A person who calls deserves to have their questions approach to conquering their fears that can help you as answered with courtesy and helpfulness. When the well. First, ask yourself a few important questions. phone rings, cheerfully answer the phone with, “Good • Try to identify what you actually fear. Ask your- Morning/Afternoon/Evening Gymnastics Center, this self what’s the worst that can happen if you is...how may I help you?” If we can help, we will - with fail. I wouldn’t want to ask myself that question a smile. If you cannot answer a customer’s question or performing a super E skill on bars, but most of the accommodate their request, refer them to someone time in business it’s either a fear of loss or a fear who can help or offer to take their name, telephone of potential embarrassment. number, and all other important information so that we can call them later. When the phone rings while you • Next, identify what you could gain if this task or are working with a customer, kindly excuse yourself strategy works out well. This positive vision helps to answer the phone with, “Good Morning/After- overshadow the negative fear. noon/Evening Gymnastics Center, this is...can you hold • Lastly, ask yourself what the price is if you don’t please? I will be with you as soon as possible.” and overcome this fear. return to finish the walk-up customer. Take the time to learn the phone message system Next, top performers use what’s called desensitizing for your gym. If you have voice mail box system, know or more simply stated - positive action. They do what how to put a caller on hold and connect them to the they fear and each time they do it, they fear it less and system. If you transfer a call to Voice Mail, inform the less. This positive momentum breaks the initial immobi- caller that you are transferring to Voice Mail. Always lizing hold that fear can have on you. Remember when return phone messages within one working day. you were learning a new gymnastics skill? Remember There is a sample Customer Service Policy and values the fear? The actual fear of course was falling and statement in the Appendix for your consideration. It getting hurt. The upside was learning the new skill is important for you to share your values and expecta- and performing it. This position can be called taking a tions with the staff that represent you. Create a cus- ‘counter-phobic’ stance and attacking what we fear. tomer service policy for your organization to follow. Role-playing, practicing or somehow improving your technique are ways to desensitize yourself. A business owner can run a quick financial analysis by her accoun- Is Fear Holding You Back? tants or other financial advisors. This will give time to check the soundness of an idea before taking action. What’s the thing that stops countless people from re- Managers will do better if they role-play with some- alizing ultimate professional success? Fear - we all have one in advance, running through different employee it. Fear in business can take on many faces. Owners can reactions, including the dreaded tears or even anger. fear adding staff or raising fees. It’s not the fear of the Once you are able to successfully stay calm and clearly employee or the fear of losing a customer or two. It’s explain your position, you will feel more confident and the fear of the employee or the increase not working therefore, do a better job. out and losing the investments. Managers sometimes Great entrepreneurs are willing to take risks and be fear disciplining unacceptable employee behaviors. innovative. With the new “post-Olympic bump” in en- Why? Because they fear the employee will make a rollments, NOW is a great time to challenge your fears. scene or quit. I know of one gym owner that added a new registra- Humans have an important protection instinct — fight tion fee and another gym owner that raised fees by or flight. When we fear something that we believe can almost 15% to increase revenues. harm us, our body has two primary reactions: fight Overcoming fear is a lifelong quest. Ask yourself, (stand up to the fear) or flight (distance ourselves as far ‘What’s the worst that can happen to me if I fail?’ away from the fear as possible). There are two types of people: those who try, stumble As humans however, we have an even more power- and get up and try again and those who fear stumbling ful ability to analyze and understand. We can step back and never even try. Which type is more likely to be suc- from our fear and determine if it is worthy of the flight cessful in gymnastics, business, and life? instinct. Maybe we have given it more power than it deserves and conquering this fear will bring us business rewards.

117 Best Practices for the Gymnastics Business Winners Losers

When a winner makes a mistake, he says, “I was wrong.” When a loser makes a mistake, he says, “It wasn’t my fault.”

A winner works harder than a loser and has more time; A loser is always “too busy” to do what is necessary.

A winner goes through a problem; A loser goes around it, and never gets past it.

A winner makes commitments; A loser makes promises.

A winner says, “I’m good, but not as good as I ought to be.” A loser says, “I’m not as bad as a lot of other people.”

A winner listens; A loser just waits until it’s his turn to talk.

A winner respects those who are superior to him and tries to learn something from them; A loser resents those who are superior to him and tries to find chinks in their armor.

A winner feels responsible for more than his job; A loser says, “I only work here.”

A winner says, “There ought to be a better way to do it.” A loser says, “That’s the way it’s always been done here.”

“Customer Service” is not a slogan to use – It is a culture of caring for people.

118 Best Practices for the Gymnastics Business Dealing with the Media – Don’t be afraid to engage in a little self-promotion. If Press Releases you don’t believe enough in your business to tell other people how great you are, nobody else will. There are two situations that will bring a news When writing and submitting a press release, a few reporter to your gym – a special interest opportunity tips may get you moved up the priority list. Make sure or a tragedy. Dealing with the media in either situation your announcements are: can be difficult to handle appropriately. You most likely won’t be asked the same questions in these two sce- • Correct – Double check to make sure that your narios, but in each case, you should be well-prepared information is 100% accurate. and make the best of it. How you present yourself to • Brief – Sometime shorter is better, as many the media can be a tremendous boost to your business newspapers receive hundreds of announcements, or absolutely destroy it. This month I would like to offer letters and releases a day, so you will have more some thoughts on “welcome news” and trying to get chance to get published. Focus on one major your organization some positive notice by the media. topic. Also make your main point as early on in If you have ever submitted a “press release” to your the release as possible, as editors will tend to cut a local newspaper and been disappointed when you got story if they are running short of space. no response, rest assured you are not alone. A lot of • Clear – Your press release must make sense. gym owners think that every Level 5 State champion Remember that while you may know a great deal or Regional team qualifier in their gym should receive about Gymnastics, not all editors or newspaper feature coverage. Your newspaper or TV news editor readers will. may not agree. A few things to keep in mind can help you promote your program: • Personal – You are more likely to be published if the release contains personal knowledge, interest • Timing – Consider what is happening in your or experience. Provide photographs if possible. community and how it relates to the news busi- ness. If there is a lot going on, the competition for • Complete – Make the reporter/editor’s job as space may limit your chances of getting published. easy as possible. Provide them with written (typed, Your press release may get lost in the shuffle of a double spaced) copy and digital copy (on disk or busy news week. via e-mail) as well. Always include your contact details; name, address, phone numbers, fax num- • Trends – Is there a hot new fad that is getting a ber, e-mail address. Make yourself available to be lot of attention lately? Are you riding that wave interviewed. and deserve a little recognition for your contribu- tion to the cool lifestyle? If the opportunity presents itself to engage in posi- • Tie-Ins – National Gymnastics Day provides a tive publicity, take it for all it’s worth. Be prepared with great chance to get some exposure. State, Nation- ready answers to probable questions and a couple of al, Regional or World Championships may provide choice sound bytes that will look good in the paper or you opportunities to tie into these major events. sound good when quoted. Is there a community event that you can be a part of that would put you in front of the public eye? Public service events like Cancer Cartwheel-A- Marketing your gym Thons and volunteer service activities are always via the Internet good for added exposure. Internet (e-Commerce) business is on par with the • Tags – People that make your business special last cultural revision of capitalism; it is this turn-of-the- – your employees or your customers can give you century’s industrial revolution. The Web is the “now a chance to tag into their notoriety. Do you have way” of doing business. a staff member that has another interesting side Until 1992, government policies prohibited using the to their life? Can you tag onto an announcement Internet for commercial purposes because the network about your gym hosting a KAT or Safety Certifica- was funded and development was overseen by the tion Workshop and expand to include additional National Science Foundation. details about your program? Are there any celebri- Many Web sites begin with the basics and include ties (local, regional, national) in your program that schedules, maps and directions to a facility, and staff would allow you to use them as endorsement information. Once your business starts to grow, your figures? Web site may come to include electronic versions of

119 Best Practices for the Gymnastics Business paperwork and forms, frequently asked questions, and you should not wait to include your business in. Get newsletters. started on your Web site today. It’s a way to connect to millions of customers, to TRUE STORIES: show them what you do and how you do it better. “A woman calls and tells me she is moving to our It’s a way to take customer orders and feedback area next month and would like me to send her electronically, without having to pay someone to an- information so she can sign up her three kids… of swer a phone. Customer feedback and orders can be course I can but everything she wants is available automatically faxed or emailed to your office instanta- on the Web and she has immediate access… from neously. Finland!” It affords an unmatched level of creativity and flexibil- ity. In addition to text, your Web site can use multiple “A woman calls and ‘complains’ that she has her colors, graphics, sound and animation. And Internet children currently enrolled but is on vacation for advertising doesn’t limit you to just one small corner of the next two weeks and won’t be able to register one page. for next session. Afraid that the classes will fill, It will soon become the most important way to she wants to mail in the forms and payment. No advertise. You wouldn’t dream of not listing your problem - she clicks on the registration forms from business in the Yellow Pages. Customers are already the Web, prints them out, and mails them in with looking for your business online. If you’re not there, a check… from Australia!” you lose out to your competition. It’s cheap! Advertising on the Web costs a fraction of what you pay for traditional advertising. Yet your Common situations Web site is active 24 hours a day, and reaches out to a • “We’ve been invited to a Birthday Party and need global audience. a map to the gym… Web Development Checklist • “What is your refund/transfer/registration policy? • Identify your audience. Determine the profiles of • Meet directors can verify Safety Certification and the five most common visitors to the site. athlete memberships. • Anticipate the three most common questions each • New customers can search for Clubs in their area of those visitors will be looking to be answered at or the City they are moving to. the site. • Current customers can find directions, schedules, • Organize the file structure to load the site into for and staff biographies; meet results, special events, easy maintenance. etc. • Structure the site into a logical hierarchy. The benefits to you include communication, access to • Plan on all pages being accessible within “three technical information, promotion opportunities, busi- navigation clicks.” ness references, and more. A Web site adds legitimacy, creates excitement, is timely, is accessible, and virtually unlimited. Your clients will have access to information Web Design Checklist about you and your program and a new vehicle for • The home page of the site loads within seven communication. seconds. You don’t need to be a computer programmer to • There is sufficient “white space” to draw focus to know HTML to create a Web site. There are many the true content. good Web authoring packages and help available. One asset that you may have is a client (most likely a parent) • Color scheme is pleasing to the eye with sufficient that has some Web design experience. Don’t be afraid but minimal graphics. to ask them for help. Do not, however, give up control • Navigation links are obvious without being obtru- and access to the site. Be sure the content is current sive. and accurate and well written (good spelling and gram- mar). • Animations are limited and tasteful. Even though the “Early Bird Catches the Worm”… • Current and valid content (regularly updated) with the second mouse gets the cheese! You can benefit good grammar and spelling. from the experiences of others, but this is one area that

120 Best Practices for the Gymnastics Business Web Promotion Checklist As a child’s perceived competency in gymnastics is a key factor in continued participation on to • Use Meta Tags in all pages. the next stage of development; two factors are • Submit to Search Engines. critical – successful task completion and parental • Join a Web Ring. support (Horn & Harris, 1996). At a certain point, someone, often a parent, but typically a recruiting • Arrange with “like sites” for cooperative link backs. coach, notices talent in the child, this often leads • Post site URL on Web Directories and Bulletin to the middle or Technical Stage. Boards. • The Technical Stage is inaugurated by the ap- • Include address on Signature Line of all e-mails pearance of the technically-proficient coach who you send. is brought into the picture to ensure that things • Post site location on ListServs. are done correctly. The transition from sport as fun to developing the proper technique is where many • Establish Group List or Newsletter. kids drop out. As the focus moves to technical • Encourage Bookmarking. proficiency, all too often the sport becomes more like a job and less like a wonderfully fun experi- • Use Web address on Business Cards. ence. The joy goes out of the experience, and the • Include URL on all correspondence. child removes himself from the sports experience • Refer people to your site whenever possible. as soon as he is able. As children enter this stage, parental feedback continues to be critical in shaping their child’s self- perception (Stipek & MacIver, 1989). It is impor- The role of GYMNASTICS tant that the parent’s feedback be directed toward task completion rather than comparisons to others parents in the gym or the correct technique. In other words, leave A study led by Benjamin Bloom in 1985, Develop- the coaching to the coaches. Parents must remain ing Talent in Young People, looked at how talent involved in a firm and consistent manner, enforc- manifests and is developed in young people. The study ing guidelines, limits and appropriate expectations divided the careers of talented young people (in art, (Baumrind, 1978). music, mathematics and sports) into three stages: early, • The Mature Stage – Here the child has devel- middle and later. Using terminology from Alfred North oped her talent to the point where she is perform- Whitehead, we call them the Romantic, the Technical, ing at a high level on a grand stage at the national and the Mature stages. or maybe even the worldwide level. Most kids • The Romantic Stage is the beginning. The child never make it to this stage. Why? For some, it is just loves the sport. She can’t wait to get to the a lack of talent or interest, but a majority of the gym; she practices her cartwheels and handstands kids who do have the talent do not make it to this at every opportunity. The child experiences im- stage because they have lost the joy in playing, mediate success. She is better at this activity than which powers the commitment and effort needed her peers, which increases her enthusiasm for to become great. participating in it. As Bloom puts it for the swim- Most youth with talent never reach the Mature mers he studied, “these are the years of playful Stage because fun is sacrificed in the technical encounter with the sport…”Enjoyment is critical. stage. Perhaps the most important lesson for “Had there been no excitement during the early parents here is that you need to manage the tran- years…there would never have been a middle or sition from the Romantic to the Technical Stage. later period.” One swimmer remarked, “Practices Make sure your child isn’t rushed into the Techni- were fun…you’re having so much fun that you cal Stage. A child expected to “work” at the sport don’t realize you’re exhausted.” A child’s self-ap- too soon is more likely to turn off and never reach praisal of ability (self-esteem) is directly related to the Mature Stage. a parent’s judgment of their child’s physical ability (Felson & Reed, 1986).

121 Best Practices for the Gymnastics Business Focusing too early on technique can drain the SAMPLE Parent Responsibilities enjoyment that fuels the drive for excellence. A parent All parents must sign out children in the program should provide their children with a variety of oppor- before the child leaves the program for the day. The tunities and multiple chances to achieve success in the parents must sign their full signature, not their initials. early years of sport participation (McCullagh, Matzka- It is the staff responsibility to sign in each child daily. nin, Shaw & Moldanado, 1993). Parents need to offer Parents are welcome to observe the program at any lots of positive feedback. There are drawbacks though; time. research indicates that as peer comparisons become Parents are expected to pick their children up im- increasingly more important to the young athlete, by mediately following class. If a child is not picked up, about the age of 9, children become more evaluative it is mandatory that the senior staff member stays in of parent feedback. If positive feedback is not accu- the designated area until the child is picked up. Do not rate, does not match performance, then the parent’s leave the child unattended! After 15 minutes you must involvement could actually be detrimental to the child’s call the parents; if there is no answer, leave a message perception of their sport competence (Horn & Harris, both at work and home. 1996). Parents must give encouraging but honest and accurate feedback. Talent is not often obvious at an early age. Bloom stated: “One of the most startling discoveries of our Partners Not Problems – study has been that it takes a while to recognize swim- Keeping Parents off Your Back ming talent.” Only 10% or less of the athletes could be confidently identified as gifted by the age of 11 or 12. and on Your Side One coach didn’t recognize how talented a swimmer Research has proven that children whose parents was even after working with her for five years (she are involved in their education are more likely to have went on to make the Olympics). Remember, Kathy higher academic achievement and better social skills Johnson (bronze medalist on floor exercise, 1978 World than children whose parents are not a part of their Championships and team silver medalist and balance education. When teachers communicate and col- beam bronze medalist, 84 Olympics) did not begin her laborate with the fam­ilies of the children they teach gymnastics career until she was 13 years old – fairly late everyone benefits. This carries through to a child’s considering the talent she subsequently demonstrated. athletic achievement as well. A child whose parents are Many kids have great potential. Support makes actively involved in their development and support their the difference: Perhaps the most interesting assertion progress will achieve more in less time. Bloom makes is most children (95%) have the ability to When families are involved in the learning process, approximate the achievements of the talented youth they have greater access to teachers and a network of with proper encouragement. What is the difference other parents and several positive things occur. Fami- between the children who reach the stage where lies: their talent blooms forth and those who don’t? These • Develop a better understanding of policies and children experienced something from their parents that curriculum seemed to make a huge difference. “So far as we can tell, this willingness to give encour- • Have more appropriate expectations for their agement and support on the part of the parents (and child’s development and better understand their siblings) is one of the major distinctions between the child’s abilities and skills families of these Olympic swimmers and other fami- • Are more appreciative of teacher efforts lies.” “No matter what the initial characteristics (or gifts) What price do we have to pay as educators by hav- of the individuals, unless there is a long and intensive ing the parents involved? Have you ever had a parent process of encouragement, nurturance, education and argue with you in an attempt to enter a specific meet training, the individuals will not attain extreme levels or have a parent file a ‘disappointment’ lawsuit be- of capabilities in these particular fields.” The research cause their child doesn’t get enough attention from the is very clear – what a parent says and does have a head coach? Parents see their child’s success as the key tremendous influence on their child. The more you as to success in life, and they aren’t shy about expressing a parent support your children, the more your children themselves. will reach the highest level of talent development pos- sible for them.

122 Best Practices for the Gymnastics Business When families rearrange their schedules for practices Everyone likes to be part of a solution to a prob- and competitions and spend thousands of dollars to lem. When everything is said and done, parents have train their children, parents are not always looking at a better understanding and greater respect for your the bigger picture. position trying to please as many interests as possible. That’s not how the parents see it, of course. They They appreciate your efforts to listen and address their aren’t being overbearing; they’re “helping.” Parents are concerns whether you meet their needs or not. convinced the stakes are so high that they can justify The next step is to engage staff in your effort and get doing almost anything to give their child an advan- them to help you create a “family-friendly” operation tage. So how do you deal with “parents who care too that welcomes parental involvement and invites coop- much?” eration. Coaches need to learn that parents aren’t the Parents often ignore the beneficial effects of failure enemy – that together with the parents, they can help and believe that if their child experiences any kind of the athlete grow to achieve more than if the coach or failure their whole lives will be ruined. Experts say par- parent carries an adversarial attitude. ents should step back and give the student space. Help Possible solutions include allowing the parent to parents understand this concept and turn the problem observe all workouts (what are you trying to hide parents into partners. anyway?); or if the gymnast works better without the The best place to start is gathering the parents parent watching, at least engage the parent and child together for a general “focus group” session. Facilitate in that decision. Coaches should learn to respect the tal- an open meeting with as many parents as possible to ents and perspective of the parents. Get the coaches to establish effective communication with them by asking appreciate appropriate help from a parent – a dad who three key questions: is a carpenter can help build spotting platforms, a mom that works for the newspaper may help get a feature • What do you like about our program (what do we article published about the team. Involve the parents do best)? and let staff know that you want that to be OK. • What do you NOT like about our program (what Finally, build alliances with the parents through con- don’t we do well)? stant communication. Share information at the follow- • How do you feel we should change (how would up meeting about program philosophy, discipline poli- you do it)? cies, procedures, and any pertinent changes you have made since the focus meeting. Create a suggestion box It may feel intimidating opening yourself up to criti- but don’t stop there, develop an “I’ve got a complaint” cism like this but the key is to be sure to include as form, an “I’ve got an idea” form and an “I’ve got a many different “interest group” parents in this meet- compliment” letter. Make it easy for the parents to ing as possible. Be sure to set the ground rules at the contact you to let you know how they feel. Get out of beginning of the meeting and assure everyone that you your office and greet the parents. Host informal coffee are truly interested in their comments. Let everyone hours to get the parents acquainted with one another. know that no promises are being made but you will try Conduct periodic feedback surveys. The key is to not to respond to their input with a follow-up meeting with stop communicating. Publish newsletters, web updates, the group after a short time. Above all, tell everyone newspaper articles, personal notes, bulletin board that their comments will be treated with respect and announcements, posters, signs and regular meetings, they should participate freely. anything you can to spread your message to keep the What typically occurs is as you lead the discussion parents off your back and on your side. you will find that as one parent complains about your work-out schedule, another parent will express how much they love the schedule. As one parent calls you Guide to facilitating focus to task for too many meets, another parent will ask for group meetings & roundtable more competitions (sound familiar?). If the parents love discussions the teachers and coaches, maybe they can suggest ways to recognize the staff that won’t cost you any money. Meetings should last no longer than one hour (1 If the parents don’t like the way the gym is arranged or ½ hours at the absolute longest). The key is to facili- the lack of certain equipment, you may find that they tate and lead rather than direct. The purpose is to get are willing to help rearrange the gym or coordinate EVERYONE involved in conversation and participate some fundraising to help you purchase new bars. in the discussion. Typically, no direct action will take

123 Best Practices for the Gymnastics Business place at the meeting other than the creation of a plan Request that participants let the scribe know if s/he did to address items identified. It is not necessary to make not capture their ideas correctly. promises to resolve or explain anything that comes out during the meeting but make sure the decision maker Discussion Question #1 is included in the process and will get back to the What are the strengths of the program? group with resolutions, answers or explanations at a • Think in terms of resources, organizations, people, later (defined) date. facilities, and programs that exist.

Welcome: Meeting Organizer [10 minutes] Discussion Question #2 The meeting organizer will welcome the group and What are the pressing issues facing the program? thank them for coming, introduce him/herself as the • What are the top goals or priorities that needs to host of the meeting, and recognize any key members. be worked on together during the next one or He/she will explain each of their roles in the meeting two years? and then explain the background of the session. The important thing here is to establish objectives and Discussion Question #3 expectations for the meeting – explain the purpose and How should we work together to make the situation goal of meeting. better? • How would you like to be involved? Which goals Creating a Safe Environment: are most important to you? Site Host [5 minutes] Before the meeting, always list the following ground Closing Remarks: rules on a flip chart: Meeting Organizer [10 minutes] GROUND RULES • Thank the group for participating in the session. • Maintain confidentiality • Next steps: The ideas shared during this forum • Participate as much as possible should be compiled and sent out to all partici- • Ask questions as they come up pants (if they didn’t already sign-in, remind them • Turn off cell phones and pagers to do so). All contributions will be considered to • Respect other opinions help design a solution or recommendation, which • Don’t interrupt will lead to action points and a strategic plan. The host should review these ground rules with the • Are there any questions? group and ask if there are any additional rules people • If anyone has questions about the session or would like to add. about the results of the session, they can contact the meeting organizer. Introductions: Site Host [10 minutes] Ask participants to introduce themselves by stating their name and their background or relationship as it Suggestions for facilitators running the meetings pertains to the topic. • Arrange chairs in a semicircle facing the flip charts (try to obtain maximum eye contact, interaction, Worksheet: Site Host [5 minutes] sharing among participants). Request that participants take 5 minutes to complete • If the group is quiet, begin with a sample response a discussion topic worksheet (this should be provided). to the question but your position is primarily to If they do not wish to complete the sheet, they may facilitate discussion, not be the “expert with the think about the questions on the worksheet (site host answers.” should read the questions aloud to the group). • Maintain a non-judgmental approach to partici- Questions: Site Host pants and their viewpoints. [45 minutes total—15 minutes per question] • Keep the group on task and solicit input from less Tell the participants that the goal is to have an open vocal members. discussion about the questions on the worksheet. A • Be vigilant of certain individuals who may attempt scribe (a key member) will write what people say onto to dominate the discussion, limit their time. flip charts so that everyone is able to view their ideas. • Watch for nonverbal behaviors.

124 Best Practices for the Gymnastics Business • Focus on facilitating the session, not on leading • Focus the feedback on the VALUE TO THE RE- it or the results obtained. CEIVER rather than on the relief it provides for the • One approach that is helpful when working with sender quiet participants is to start with more general • Set up a TWO-WAY COMMUNICATION process questions first and funnel down to specifics as • GET COMMITMENT to a resolution the session progresses.

T.E.L.L. Model of Giving Feedback If gym owners/managers haven’t taken this exer- cise with their staff, it is a great idea to conduct a • TELL them, specifically, about the exact behavior discussion as a staff meeting. You could be surprised you want repeated or is problematic (and there- at some of the information that comes from your fore, to be corrected). Be objective and beware of employees and some of the suggestions they have. taking a position about your observations. Give the focus group format a try. You have noth- • EXPLAIN what results or implications are created ing to lose and everything to gain. A focus meeting by their actions either negative or positive. Do not such as this with the involvement of all staff members blame of attack (use “I” statements) automatically creates a stronger team of employees as they feel engaged and involved in process – perhaps • LISTEN to their ideas for correcting the problem. moving beyond involvement to being committed! Solicit their “buy-in” and be prepared to negoti- In the Appendix are three sample questionnaires ate to an agreeable solution. based on the above focus group discussions. These • LET them know what positive or negative conse- can be used in conjunction with the focus group quences will occur if the problem is corrected or meetings, distributed to people unable to attend the not. Indicate payoffs, penalties, rewards, or pun- meetings, or (recommended) to have available at all ishments for accepting or rejecting the solutions times for people to provide input and feedback on for change. Avoid threatening or making commit- your operations. ments you cannot fulfill.

Communication SEVEN TIME MANAGEMENT TIPS Any good business is built on relationships. Good, 1. The most obvious way to manage your time is to healthy relationships demand good communication. schedule it. Schedule monthly, schedule weekly When communicating with anyone – employee, and schedule daily. Write down everything you customer, student, be mindful that communication is need to get done. Now! a two-way activity. It requires a giver and a receiver of information. Sometimes that information is welcome a. The moment you know you’ll need to get and sometimes not. It is always a good idea to work something done, put it in your schedule – even on your active listening skills and practice communica- if it’s months away. tions. b. Assign project deadlines two days in advance; this way you’re always on time even when new Giving Feedback Checklist projects are assigned. • Focus on the BEHAVIOR rather than the person c. Make weekly plans the Friday before and daily • Focus on ACTUAL EXPERIENCES rather than plans the previous afternoon. Try to do all of judgment the important projects first thing in the morn- ing so that they are done before you become • Focus on SHARING INFORMATION rather than overwhelmed with basic office administration giving advice and interruptions. • Focus on TIME AND PLACE specifics d. If you need to alter your schedule, get back on • Focus on the AMOUNT OF INFORMATION the track ASAP! employee can receive 2. Start an idea book and keep it handy. A notebook • Focus on ALTERNATIVES rather than single an- dedicated to your bright ideas will let you quickly swers scribble down each “million-dollar idea” that pops

125 Best Practices for the Gymnastics Business into your head. Later, when you have more time, – the key is to work smarter not harder. An hour of you can give your ideas a bit more thought and solid planning can be worth weeks of wasted effort. To rewrite them into effective plans of action. begin, it is always best to begin by stepping back and 3. Keep your work space and files tidy. By removing engage in a little introspection and self-evaluation. Give the clutter, you’re removing distractions. Keep all yourself a little test and see if you have some things information unrelated to your immediate project in you would like to work on immediately: well-labeled, color-coded files. Frequently used in- formation and sources of creative influence should be readily available and visible (hung on the walls Improving Operations Checklist around your work area) instead of spread out on • Do ways exist to utilize staff better… handle more your desk. work in the time available to reduce idle time? 4. Reward yourself for a job well done every time you • Is staff doing work tasks that don’t need to be finish a project. Your reward could be as insignifi- done or aren’t really that important? cant as a trip to the coffee room or as extravagant • Can you use your equipment or supplies better? as a new pair of shoes. You decide. • Can some of the work you do be done more ef- 5. To contact people who simply need a yes or no re- ficiently or less costly by different personnel? sponse, call them back when you know they won’t be around. You may call early in the morning, dur- • Can some of your work tasks be done better or at ing the lunch hour or later at night. Free yourself less cost at different locations? from the usual “How’s the weather over there…?” • Can you reduce or reorganize some of your opera- 6. Start an unread e-mail file. There seems to be no tions? effective way to stop junk e-mails from filling your • Do ways exist to reduce safety risks and eliminate inbox. Move all of your less important e-mails to hazards? an “unread e-mail” file until you either have a bit more time or just need a quick pick-me-up. • Can you reduce the costs of some of the services or supplies you purchase? 7. Regardless of how busy you are, never skip your lunch break, even if you only have 15 minutes. • Are any of your service levels too high? You may not feel hungry but your body and mind • Do you have any equipment or apparatus that need food in order to continue functioning at peak needs to be replaced? levels. Taking your mind off the project you’re • Are you spending your time on high-priority working on will also often give you fresh insight. work? Every organization can do something to improve. There is an axiom that states “You don’t have to be sick to get better” and this is very true to every business. Whether it is being more efficient or more productive

126 Best Practices for the Gymnastics Business Chapter ten Putting it All Together

Well, here we are Tools to use You now know everything there is to know about In the Appendix you will find a large number of use- starting your own gymnastics business. If you believe ful tools and templates to help you get started. Do not that, you should stop right now. use these documents as presented. Each state has dif- If you are still interested in opening your own gym- ferent requirements and every organization is unique. nastics business, you must realize that you will need You are welcome to use what is provided, but make more help and guidance than was provided in this sure to modify them to fit your business. publication. It is suggested that you find an attorney to There are lots of other services and information help you with the business structure and legal matters, sources available to help you in your dream to open a an accountant to aid you in planning financial matters, gymnastics business. and a therapist to support you when things go awry. On behalf of USA Gymnastics, I wish you success!

127 Best Practices for the Gymnastics Business USA Gymnastics University: Certification Program Excellence through Education USA Gymnastics has developed a professional certifi- cation program designed to accommodate gymnastics USA Gymnastics University was developed to meet professionals of various backgrounds and experience the educational needs of people working in the field levels and provide the foundations of knowledge across of gymnastics. Our mission is to provide a multi-level, many areas. The purpose of the certification program standardized education program that is available is to set minimum education standards for the sport, throughout the country and emphasizes the proper provide sport-specific training as well as training in development of gymnastics participants in a fun, safe other domains, and help gymnastics professionals grow environment. and in turn develop well-trained athletes. USA Gymnastics University is a collection of educa- Certification through USA Gymnastics University is tional resources, courses, and a professional certifica- based on the completion of multiple courses, not sim- tion program. Education and certification go hand-in- ply one single course. Each level of certification serves hand. Through education, coaches, instructors, judges, as a foundation of education and a stepping stone to and administrators are better prepared and equipped the next level. Certification will be available within four to work in the world of gymnastics. The certification colleges: program, recreational, judge, and business. program aims to organize the educational offerings Each college is comprised of five levels of certification. of USA Gymnastics University and provide a means to The first of the USA Gymnastics University certifica- achieve logical learning progressions, a well-rounded tion levels will be available in early 2009. But some of knowledge base, and national-level recognition of edu- the core and elective courses are now available – so get cation, experience levels and competencies. A profes- started today! sional’s pursuit of continuing education demonstrates commitment to professionalism and lifelong learning Available online courses include: and a desire to provide a safer, healthier environment for gymnastics participants. • Safety/Risk Management Certification - The course focuses on risk management, including environ- “Professionalism today involves more than just mental, program and legal factors, as well as expertise and payment for services. Professional- sports injury care and special gymnastics safety ism also involves periodic review by peers, proof of factors. The course addresses the two basic areas expertise via sanctioned professional credentials, of risk in gymnastics - risk of injury, which is the and constant dedication to improving one’s skills primary risk, and risk of a lawsuit. Safety/Risk and knowledge.” Management Certification helps better prepare the gymnastics professional to be more vigilant – USA Gymnastics Safety Handbook, 2002 edition and more likely to foresee potential problems. This course is also offered as a live course. • First Aid Basics - This course provides basic first aid What does USA Gymnastics University include? information specific to the gymnastics setting. It When the University is fully developed, it will contain a covers injury prevention, common types of gym- broad spectrum of educational resources; relevant and nastics injuries and risks and the symptoms and timely gymnastics updates; online, live, and other types treatment of those injuries. It also includes general of course offerings; and additional education links. information on other life threatening conditions. USA Gymnastics University will provide: • Preschool Fundamentals: Theory (Part 1) - covers • Tools and education for individuals new to the young child development theory in the context of sport and/or coaching gymnastics movement education. Course top- • Opportunities for experienced coaches and ics include teaching philosophy, stages of child instructors to review and continue to build upon development, characteristics of a good teacher, their knowledge and skill level class management, safety considerations, skill deconstruction, lesson planning, and program • The latest information in a variety of areas includ- assessment. This course will help instructors better ing program rules, skill techniques, injury and understand their students and better prepare, health, safety and more organize, and run safe and successful preschool • Opportunities to build knowledge in other disci- classes. It provides a foundation of knowledge for plines of gymnastics, as well as in sport manage- all preschool educators. ment, sport science, business, and leadership

128 Best Practices for the Gymnastics Business Available live courses include: • Regional Congresses – Annual conference held in each of USA Gymnastics’ eight regions. Over • Safety/Risk Management Certification 75 lecture sessions cover topics in competitive • Preschool Fundamentals: Hands-on Training (Part gymnastics disciplines, preschool, recreational 2) – Great hands-on follow-up to the theory gymnastics, sports science and more. course, with lots of demonstrations and examples. • CORE Workshop – Collection of educational Course topics include fundamental movement for sessions geared towards the core of gymnas- children, class safety overview, games, activities to tics businesses – recreational and preschool avoid, manipulatives, lesson planning, inclusion of programs and front office/business/leadership music, thematic teaching, parent/child teaching, topics. This is a multiple-day workshop. and the use of apparatus. • Business Conference – A full-day program offer- • Women’s Level 1-4 Skill Development – Discipline ing business and leadership advice and an ad- specific education for Women’s Artistic Gym- dress from a keynote speaker. Geared towards nastics. Teaches solid gymnastics fundamentals, club owners and program directors. breaks down beginning level skills for Junior Olympic Levels 1-4. Hands on instruction on • Various clinics and camps for compulsory, vault, bars, beam, floor, and dance. optional, and elite coaches – such as basic and advanced spotting clinics; J.O. compulsory • Trampoline & Tumbling Coaches Course – Dis- workshops; TOPS, Future Stars, and JumpStart cipline specific education for Trampoline and training camps; super clinics; Acrobasics clinics; Tumbling. Provides basic information on coaching high-performance seminars; and more. principles, technical information on basic skills, and mentoring opportunities. Gymnastics professionals are encouraged to seek • National Congress – Annual three-day conference certification and continuing education opportunities for all gymnastics professionals. Over 135 lecture to keep them at the top of their game. sessions cover topics in all competitive gymnastics For additional information on the certification disciplines, preschool, recreational gymnastics, program, course offerings, registration, and more, sports science, business and more. Featuring na- visit our Web site at www.usa-gymnastics.org (select tional speakers, clinicians, and other experts. ‘education’).

129 Best Practices for the Gymnastics Business MISSION The mission of USA Gymnastics University is to provide a multi-level, standardized education program that is available throughout the country and emphasizes the proper development of gymnastics participants in a fun, safe environment.

PROGRAM COLLEGES BUSINESS COLLEGE For gymnastics coaches working with pre-team, compul- For club owners and program directors running programs sory, optional, and elite athletes in any of the gymnastics including gymnastics. disciplines. (Women, Men, Rhythmic, Trampoline & Tumbling, Acrobatic Gymnastics, Group Gymnastics) JUDGES COLLEGE Additional education opportunities for judges at the RECREATIONAL COLLEGE compulsory, optional, elite and international levels. (Women, Men, Rhythmic, Trampoline & Tumbling, Acrobatic For gymnastics instructors and teachers working with DESIGNATION Gymnastics, Group Gymnastics) athletes in preschool, recreational, or school-aged programs REQUIREMENTS: in gymnastics clubs, community centers, schools or other • Honorary title granted places. based on coaching excellence, experience and athlete perfor- PREREQUISITES: mance at world-level • USA Gymnastics competition or membership* Olympic Games • Level 4 Certification • FIG Coaching Brevet and/or Level 5 PREREQUISITES: CERTIFICATION Certification • USA Gymnastics REQUIREMENTS: • Granted by Program membership* 40 credits accumulated Committee • Level 3 Certification from designated core courses, practical RENEWAL PREREQUISITES: CERTIFICATION experience and elective REQUIREMENTS: • USA Gymnastics REQUIREMENTS: courses membership* 30 credits accumulated • Lifetime honor • If actively coaching, • Level 2 from designated core RENEWAL must maintain Level 5 Certification courses, practical REQUIREMENTS: certification PREREQUISITES: experience and elective 25 credits every 4 years •USA Gymnastics CERTIFICATION courses membership* REQUIREMENTS: • Minimum age 18 25 credits accumulated RENEWAL • Level 1 Certification from designated core REQUIREMENTS: Accreditation at Level 1 courses, practical 20 credits every 4 years is standard and can be CERTIFICATION experience and elective applied to any USA REQUIREMENTS: courses Gymnastics University 20 credits accumulated College. from designated core RENEWAL courses and elective REQUIREMENTS: PREREQUISITES: courses 15 credits every 4 years • USA Gymnastics membership* RENEWAL • Background check REQUIREMENTS: • Minimum age 16 10 credits every 4 years

CERTIFICATION REQUIREMENTS: 10 credits accumulated from designated core courses only (Safety, First Aid, Fundamentals of Gymnastics Instruction)

RENEWAL REQUIREMENTS: 10 credits every 4 years

* All requirements of membership must be current. Begin Here. Go Anywhere. It’s For Everyone!

Member Club see website for pricing *Junior Professional Membership see website for -Club name advertised on USA Gymnastics Web site pricing -Tyson Fitness Challenge marketing kit *Safety certification required -Member banner and certificate *Must be accompanied by a Professional Member while coaching -Posters -For 16- and 17-year old competitive coaches and judges -Discounts on Congress, business builders and education -Provides secondary insurance at USA Gymnastics-sanctioned events -Club owners receive subscription to Technique magazine -Subscription to the Technique and USA Gymnastics Magazine -Invitational listed on web site -10% discount on apparel and merchandise sold through USA Gymnastics -Special Member club-only web site -5% off technical material sold through USA Gymnastics -Free online employment advertisement -Decal -Use of the online registration system -Membership Card -Monthly newsletter -Monthly e-newsletter

Non-Member Club *Free* *Introductory Coach Membership see website for -Provides a member number and password which allows club pricing to use the online registration system *Safety certification required -For competitive coaches levels 1,2,3, prep-opt and group gymnastics levels A and B, gymfest and team gym COMPETING -Provides secondary insurance at USA Gymnastics-sanctioned events -Membership card available online only *Athlete Membership see website for pricing -For competitive gymnasts of all levels Instructor Membership see website for pricing -Provides secondary insurance at USA Gymnastics-sanctioned events -For recreational coaches, teachers, preschool and pre-team -Subscription to the USA Gymnastics Magazine -Discounts on Congress and various clinics, courses and seminars -10% discount on apparel and merchandise sold through USA Gymnastics -10% discount on apparel and merchandise sold through USA Gymnastics -Membership Card -Subscription to Technique Magazine -Decal -Membership Card -Discounts on congresses and educational courses for athletes 15 yrs + -Decal -Monthly e-newsletter

*Introductory Athlete Membership $20 (in-house) $15 (web) -For competitive gymnasts levels 1,2,3, prep-opt and group FAN gymnastics levels A and B, gymfest and team gym -Provides secondary insurance at USA Gymnastics-sanctioned events Team USA Gymnastics Membership $25 -Membership card available online only For anyone who loves the sport of gymnastics -Provides official member gift -Subscription to USA Gymnastics Magazine -Decal COACHING/JUDGING -Monthly e-mail blast -10% discount on apparel and merchandise sold through USA Gymnastics *Professional Membership see website for pricing -Contests *Safety certification required -Prizes *Background check required -Competitive coaches, judges and meet directors -Provides secondary insurance at USA Gymnastics-sanctioned events -Subscription to the Technique and USA Gymnastics Magazine -10% discount on apparel and merchandise sold through USA Gymnastics -5% discount on technical material sold through USA Gymnastics -Decal -Membership Card -Monthly e-newsletter Below are answers to many questions that you may Q & A have regarding the new background check requirement.

Q: Who must complete the background check? Q.: What if I am given a red light? A: All USA Gymnastics Professional Members must A: The “red light” indicates an individual does not complete and pass a background check. Profes- meet the criteria as suitable for participation as a pro- sional membership will carry a pending status until the fessional member of USA Gymnastics. If a question background check and safety certifi cation have been arises concerning a background search, the applicant successfully completed. will be contacted by NCSI and provided with an op- Q: When must the background check be completed? portunity to correct potential errors in the applicant’s A: New requirements for professional membership record or to provide additional information prior to is- began December 1, 2007. Background checks are suing a “red light.” In such situations USA Gymnas- required for all new/lapsed/expired professional mem- tics may also be contacted. bers. Therefore, if your membership is new or already Q: Can I contest a red light? expired at the time of renewal, the membership will be A: For an applicant to contest the content of a record pending until the background check is completed. All provided to the applicant as part of USA Gymnas- current professional members must complete the back- tics background check, the applicant may seek an ground check by their renewal month. appeal of his/her record with NCSI pursuant to the Q: What is the cost of the background check? Fair Credit Reporting Act. USA Gymnastics will use A: The minimum cost of the background check is the determination provided by NCSI, in accordance $20.00 plus a $1.25 processing fee. This cost includes with USA Gymnastics Bylaws Article 9 Membership, a Full Service Check-it-TwiceTM search package plus to determine an individual’s eligibility for member- one single county search. The cost of the background ship in USA Gymnastics. Should an individual con- check may increase depending on the state and/or test a USA Gymnastics decision to deny participation number of counties or names that are being searched. based upon a “red light” from the background A full fee schedule is available upon logging into the search, the applicant has the right to appeal background screening application. the decision pursuant to Article 10 of the USA Q: What is my username and password? Gymnastics Bylaws. A: Username = Professional Membership Number. Q: When does the background check expire? Password = 8 digit date of birth (mmddyyyy) A: The background check must be redone every two years, dating from Q: Can I mail or fax my background check? the month the fi rst background check was completed. The background A: For security reasons, NCSI discourages the use of paper forms. Pa- check must be done prior to renewing your membership. per forms may be sent, but this will cause an increase in the processing Q: Can an Instructor Member or Non-Member complete the time for the background check. Please E-mail NCSI Client Services at background check? [email protected] if you will need a paper application. A: At this time the background check process is only available to Pro- Q: What information is required for the background check? fessional or Pending Professional members. A: The screening will need the following information: Q: Can a club do a background checks for their employees? • social security number (required for verifi cation purposes, background A: Services for a club to do so will become available in the fi rst quarter check will not be submitted or completed without this information). of 2008. • fi rst and last name Q: Can I use the results from a different background screening • city, state and zip agency? • contact information A: No. USA Gymnastics will only accept results from NCSI. No other • gender agency results will be accepted. Q: How far back does the background check search? Q: Who receives the revenue from the background check screening? A: The fi rst time check will go back seven years. It will check all names A: Background screening fees go directly to NCSI to cover provider and addresses reported to NCSI within seven years. Subsequent checks and processing costs. USA Gymnastics does NOT receive any of the will not need to go back into the long history money form the background check process. We are serving as a fa- Q: Who do I contact if I have questions on my background check? cilitator for the background screening agency and its members USA A: National Center for Safety Initiatives (NCSI) at 866- 833-7100 x109 Gymnastics worked closely with NCSI to obtain an affordable price for Q: What information is USA Gymnastics provided on my this important service background check? Q: Can one go through background check prior to their membership A: The Presidential and Vice Presidential offi ces of USA Gymnastics can expiring? be made aware of the content provided on a background check. No A: Yes, the background check will be valid for two years from the month other employees of USA Gymnastics have access to the content of an of the original background check. individual’s background check. Q: How does NCSI determine the counties that need to Q: When will I be notifi ed of background check results? be searched? A: Once you have completed the background check you will receive A: Applicants are asked to provide name and county history during the email notifi cation. Normal processing time is 3 to 4 weeks. NCSI registration process. In addition, a Social Security Number Trace is Q. What if I am given a green light? used to verify the applicant’s information. The SSN Trace reports name A: The “green light” indicates an individual has passed the background and address history associated with a SSN. NCSI will utilize the appli- search with regard to suitability for participation as a professional mem- cant’s submitted information and the SSN Trace to search all names and ber of USA Gymnastics. counties reported in accordance with USAG policy. Excellence Through Education

Live courses

USA Gymnastics University is a collection of Safety/Risk Management Certification — This is the live educational resources and courses, and a professional version of the online course, taught in a classroom setting by a certification program. USA Gymnastics National Instructor.

Education and certification go hand-in-hand. Through Preschool Fundamentals: Hands on Training (Part 2) — education, coaches, instructors, judges, and administrators are This course provides great hands on follow-up to Part 1 (Theory), better prepared and equipped to work in the world of with lots of demonstrations and examples. Course topics gymnastics. The certification program aims to organize the include fundamental movement for children, class safety over- educational offerings of USA Gymnastics University and view, games, activities to avoid, manipulatives, lesson planning, provide a means to achieve logical progressions, a well- inclusion of music, thematic teaching, parent/child teaching, and rounded knowledge base, and consistent recognition of the use of apparatus. education and experience levels.

USA Gymnastics University courses National and Regional Congresses

National Congress is an annual three-day conference for all Online Courses gymnastics professionals. Over 135 lecture sessions cover topics in all competitive gymnastics disciplines, preschool, recreational Safety/Risk Management Certification — Safety First! The gymnastics, sports science, business and more. National primary goal of gymnastics professionals should be to provide speakers, clinicians, and other experts are featured. The National a safe gymnastics environment for all participants. The Congress also features the annual Business Conference, a full- process of risk management is explained in this course in day program offering business and leadership advice and an terms of injury prevention measures, understanding and deal- address by a keynote speaker. This conference is geared towards ing with injuries, and legal concerns. Emphasis is placed on club owners and program directors. injury prevention through planning and program considerations. Also included in the course are the importance Regional Congresses are annual conferences held in each of USA of emergency action plans, basic injury care procedures, and Gymnastics’ eight regions across the country. Over 75 lecture using risk management principles as a means to protect your- sessions cover topics in competitive gymnastics disciplines, self from unjustified lawsuits. The goal of this course is to preschool, recreational gymnastics, sports science and more. prepare gymnastics professionals to be more vigilant and more likely to foresee potential problems. CORE Workshops First Aid Basics — This course provides basic first aid information specific to the gymnastics setting. It covers injury The CORE Workshop is a collection of educational sessions prevention, common types or gymnastics injuries and risk and geared towards the core of gymnastics businesses — the symptoms and treatment of those injuries. It also includes recreational and preschool programs and front office, business, general information on other life threatening conditions. and leadership topics. This is a multiple day workshop held bi-annually in locations around the country. Preschool Fundamentals: Theory (Part 1) — This course covers young child development theory in the context of gymnastics movement education. Course topics include teach- ing philosophy, stages of child development, characteristics of Many other courses and development programs are available a good teacher, class management, safety considerations, skill through our Women’s, Men’s, Rhythmic, Acrobatics and Group deconstruction, lesson planning, and program assessment. Gymnastics programs, as well as through other educational This course will help instructors better understand their stu- partnerships. dents and better prepare, organize and run safe and success- ful preschool classes. It provides a foundation of knowledge Visit our website at for all preschool educators. Part 2 is available as a live course. www.usa-gymnastics.org to learn more.