Wildrose Invitational, do you have what it takes?

WWW.WILDROSEGYMNASTICS.COM

1996-
The inaugural Wild Rose is held in Edmonton in April 1996. The event features over 250 gymnasts from all over Canada and hosts athletes from eight (8) countries. The Wild Rose establishes itself as a premier event on the Canadian Competitive calendar.
1997-
Over 450 athletes from Canada (5 different provinces) & eight (8) countries compete in the second edition of the event.
1998-
The third Wild Rose hosts over 650 gymnasts & nine (9) countries. The event draws a strong roster of international athletes
2002-
After a three-year hiatus, the Wild Rose returns, bigger and better. Over 800 athletes compete at this fourth edition. Nine (9)provinces/territories are represented and international athletes from eight (8) countries attend the largest Wild Rose to date. Over $8,000 in prize money is awarded for the Feature International sessions.
2009-
WHAT IS IN STORE?

Mark your calendar. This prestigious international gymnastics event will be held in Edmonton from April 2-5, 2009. This event caters to female gymnasts from L.E.A.P. to International levels and will attract some of the world's best gymnasts.
For more information visit: http://www.wildrosegymnastics.com and or contact the assistant event coordinator Michel Arsenault (email:championsgymnastics@telus.net)

30.11.08 - New article added to journal archive 'The Front Somersault: Technical Breakdown and Training'

This article was originally published in TheGymPress May 2008 Issue.
Article by Valentin Uzunov. Article has been revised to be more accurate, with better illustrations

Abstract
The front tuck somersault is a fundamental skill taught early on in a gymnast’s career. Mistakes in the teaching process will have long lasting consequences as engrained errors will be hard to fix, and will also lead to poor skill transfer. The common approach to teaching the somersault is usually through a trial and error approach, with little time spent on shaping or working the intricate details to the skill. In this article the understand – teach model is used to analyze the front tuck somersault. From this analysis a series of drills are used for teaching the somersault with focus on the critical phases. The critical phases for the front somersault, like any somersault, are the approach, take-off, rotation, and landing. Its is believed that its advantageous to teach each phase separately, so that the gymnast can gain appreciation for the importance of each phase, and understand the correct sequence of events. Once all phases are understood and learned they are combined to train the front somersault. The focus is on transferring a front somersault from a rebound surface to the floor. Careful and progressive progression is ideal, in order for the gymnast to be able to transfer the correct technique from one apparatus to the other.

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Archive articles available for download

I just came to my attention that the files in the archive were not available for download because of security restrictions. I have changed those now and everyone should be able to download the available archive articles.
I am sorry for the hold up.

28.11.08 - New article added to journal archive 'Coaching and the Ringelmann Effect'

This article was originally published in TheGymPress March 2008 Issue.
Article by Warren Milburn.

Abstract
Understanding how group dynamics affect performance is important in order to optimize the motivational factors and reduce the depressing ones. The Ringelmann Effect helps describes the inverse relationship between the size of a team and individual member contribution to the completion of the task. The more people in a group the more likely that the individual members will not contribute 100% of their maximal effort. Instead it seems that the more members in the group the lower the contribution form individuals members will tend to contribute. This phenomenon has clear implications in team situation, where each member is expected to perform at their best, such as in team sports. However the Ringelmann Effect can also be applied to group dynamics during gymnastics trainings. Coaches need to understand the implications of this social effect, and develop strategies to counteract any negative effects. By creating cohesion, and support within a training group the group will be able to work together more efficiently, and productively. Poor group dynamics in trainings result in poor performance, lack of motivation, slower learning rates. Effective group dynamic understanding can help to prevent or reduce the effects from such negative training factors. This article reviews our current understanding of the Ringelmann effect.

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19.11.08 - New article added to archive 'Men’s choreography – it is about postural alignment'

This article was originally published in TheGymPress March 2008 Issue.
Article by Nick Blanton.

Abstract
The artistic and physical preparation requirements of male and female gymnasts are relatively similar, even though they share so many common traits, there are areas where each code has specific needs. Male gymnasts like female gymnast benefit greatly from dance, or ballet training. The effects of such training of the postural alignment are undeniable. However the requirements and demands of male gymnast’s differs substantially from that of female gymnasts. MAG specific choreographed routines help to develop the postural control (especially in the shoulders and pelvis) and grooming (tension, leg shape, arm shape, presentation) that is required in the performance of gymnastics. Proper postural alignment is also fundamental to the learning and performing of gymnastics skills. Basic arm and body positions need to be learned and understood in order for the gymnast to execute postural corrections during skill performance. The following article outlines basic guidelines and suggestions for the development of choreographed sequences specific to MAG with emphasis on arm and body positions.

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19.11.08 - New article added to archive 'Stretching Scientifically Part II: Stretching methods, the pros and cons to each method'

This article was originally published in TheGymPress March 2008 Issue.
Article by Valentin Uzunov.

Abstract
Flexibility training in sport is recognized as a major fitness component for the improvement in performance and in the prevention of injury. There are 3 components to flexibility: passive, dynamic and active. Passive flexibility facilitates the development of the other two, however each method needs to be trained and developed separately. In gymnastics this should be periodized over the long term development of the athlete. In the early developmental stages of the athlete passive flexibility should be the dominant form of training. As the gymnast advances and the passive flexibility is developed, dynamic training should beginning to take focus. This is usually in line with the introduction of advanced leaps and jumps in WAG and the training of flairs and certain high bar skill in MAG. Once passive and dynamic flexibility has been developed, active flexibility can realistically be achieved, and should become the focused of the flexibility program. There are many stretching methods to develop each flexibility component, but the PNF CRAC method is the one most often cited as being the most effective method for developing ROM in a join. The advantage of the CRAC method is that it develops active flexility, passive flexibility, and strengthens the muscles and thus aiding with dynamic as well. The trade off is that the method cannot be applied to large groups especially at young ages. In this article the most common stretching methods used in sports training are discussed and analyzed against the physiological adaptations covered in part I of this series (published in Vol1 of Gym Coach, December 20007).

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15.11.08 - New article added 'Using the “Understand → Teach” model to coach a double layout dismount of the asymmetrical bars'

This article was originally published in TheGymPress March 2008 Issue.
Article by Rick McCharles and edited by Valentin Uzunov.

Abstract
The ‘understand → teach’ model was presented in Vol.1 (2007) of the Gym Coach. The model illustrates and guides the coach in developing a map or strategy towards coaching any given skill. The model was used by several expert coaches from Canada to teach the double layout of the asymmetric bars. These coaches concluded that the ‘understand → teach’ model was to complex and lead to ‘analysis to paralysis’ as well as not accurately reflecting their actual coaching style. The following article uses the model in the presentation of coaching the double layout dismount.

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13.11.08 - New article added 'Stretching Scientifically Part I: Myths, Facts, the Science'

This article was originally published in TheGymPress December 2007 Issue.
Article by Valentin Uzunov.

Abstract

Flexibility is an important part of the physical preparation of most sports, particularly in sports like gymnastics, diving, and dance where esthetic appeal of execution is also critical. Most coaches will recognize the necessity and benefits of a flexibility program and many will even have a fair understanding of the methods they may use, but very few will actually understand how their program works, or its short comings. This two part article will examine the physiological and neurological adaptation that occur with flexibility training, and explore the pros and cons to the common stretching methods used in sports today. Short term gains from stretching are predominantly the result of mechanical adaptations of the muscle and connective tissue. Long term changes are still not clearly understood, but 2 possible alternatives have been proposed: myofibrillogenesis which is the addition of sacromeres to the muscle fibers, and neural inhibition which is the suppression or refined control of the stretch reflex. A better understanding of the physiology behind flexibility training can greatly improve the coaches understanding of what works and what doesn’t. This will allow coaches to design more effective flexibility programs and a reduced risk of injury from engaging in regular intensive flexibility training.

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09.11.08 - New article added "Understand - Teach" model, part 1

This article was originally published in TheGymPress December 2007 Issue.
Article by Rick McCharles. Edited and formated by Valentin Uzunov.

Abstract
Coaching any sport to a high level is a complex task that requires many years of practice and study to master. Expert coaches like expert chess players develop strategies through hours of practical experience that allows them to foresee the necessary steps or moves they need to make to avoid problems and achieve the desired outcome. Each coach develops his own methods and strategies of coaching that work for them. The ‘understand teach’ model is but one method that can be used by coaches to analyze and construct a coaching methodology to coach any particular skill. The model assumes that the coach has a holistic understanding of the coaching job, and is able to apply that approach to the way he coaches skills. The model was tested by a group of Canadian coaches who found it too complex which lead them to over analysis. However the model has applications in course presenting, skill analysis, research, and also can be used as an coaching strategy. The better the coach understands the material he has to teach the more effective he is a teaching/coaching his athletes. Effective coaching is about always searching for better ways to do things, and this model presents one way.

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