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In this paper we examine teachers' experiences of collaborative inquiry in an Irish primary school context. Initiated by a teacher-researcher, four educators engaged in a collaborative approach to teaching gymnastics in their school, contributing to curriculum writing and generative practice throughout the pedagogical process. The experiences of the teachers were storied via reflective response journals and audiorecorded conversations. A merger of narrative inquiry and and hermeneutics is used in analysis. The findings reveal that the collaborative engagement with a curricular concern leads to the emergence of a community of learning and creates a dynamic setting for the deepening of diverse consenting and dissenting pedagogical understandings to occur. Participants underscore the absence of continuous professional development with regard to the gymnastics strand of the physical education curriculum and identify ways the engagement in a community of inquiry might inspire transformation of pedagogical practices. In this inquiry, we raise questions about whether historical and current continuing professional development practices whereby "experts" are called upon to transmit knowledge to practicing educators within limited time frames are affecting meaningful change. We further argue that creating spaces for collaborative learning communities to transpire within a school context might provide an authentic setting for educators to learn and interrogate the curricular and pedagogical challenges faced in physical education. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the effectiveness of two different resistance training programs on lower limb explosive and reactive strength in young female athletes. Fifty seven rhythmic gymnasts were randomly assigned to unspecific resistance training with dumbbells (12 repetition maximum squats) (n = 19; age = 12.0 +/- 1.8 years) or to specific resistance training with weighted belts (6% of body mass; n = 18; age = 11.9 +/- 1.0 years). Squat jump test, counter movement jump test, hopping test, flexibility of the hip, and anthropometric measures were assessed before and after six weeks training. The main result was that both unspecific resistance training and specific resistance training protocols positively affected the jumping performance, with an increase of the lower limb explosive strength of 6-7%, with no side effects. Counter movement jump flight time increased significantly (p < 0.01) while hopping test ground contact time significantly decreased (p < 0.01). No significant differences were detected among groups for flexibility, body mass, calf and thigh circumferences. Therefore, six weeks of resistance training that integrates different elements of rhythmic gymnastics training enhance jumping ability in young female athletes.

Purpose: Improvements in motor performance and coordination may be impacted by the interaction of practice and organismic constraints. It has been proposed that these aspects of motor learning are achieved at a different time rate: first, during placement of the events (performance), and second, segmental spatiotemporal relationships (coordination). We focused on the acquisition of the longswing in high bar as one basic skill in gymnastics. The aim of this study was to determine how longswing performance and coordination change to increase swing amplitude as age and expertise increase., Method: One hundred and thirteen male gymnasts were classified into 5 distinct age groups (G1, G2, G3, G4, and G5) on the basis of the national competition rules. Longswing performance (swing amplitude and event placements) and coordination (positive and negative areas in the continuous relative phase) were measured for each group., Results: Analyses of variance revealed that the adequate placement and coordination of the earlier events were achieved in younger groups (G1, G2), while later events and their coordination were accomplished by the older groups (G3 through G5)., Conclusion: Our results suggested that the process of longswing acquisition, as age and expertise increase, follows a progression parallel to the temporal occurrence of the task events, instead of the proposed learning sequence of event placement first and then coordination.

This article establishes the biography of a little known physician of the 19th century., whose commitment with orthopaedics and formulation of medical gymnastics was important: the surgeon-orthopaedist Sauveur-Henri-Victor Bouvier. Several constitutive processes of the medical field of the 19th century are analysed: specialization (around orthopaedics), professionalization and development of various therapeutic and hygienic methods (among them medical gymnastics). Bouvier's biography is particularly instructive and sheds new light on these different processes, as well as on the institutionalization of orthopaedics from the 1820's up to the 1870's, at the intersection between medical and educative fields, between hospital, medical faculty and teaching of gymnastics.

Teamgym is a new and emerging closed-skill sport, which includes tumbling, trampette, and floor programs performed by teams ranging from 6 to 12 athletes. The purpose of this study was to verify the concurrent validity of the session-rating of perceived exertion ([RPE] session-RPE) to quantifying the internal training load (ITL) of tumbling, trampette, and floor training sessions using Edwards' summated heart rate (HR)-zone method as a criterion measure. Session-RPE was obtained with 2 different instruments (i.e., CR-10 Borg's scale and visual analog scale) multiplied by the training duration (minutes). Ten female teamgym athletes (age = 21.7 ± 1.2 years; height = 164.9 ± 6.6 cm; and body mass = 54.6 ± 5.4 kg) participated in this study. High and significant correlations (r range: 0.77-0.85; R range: 0.59-0.85; p < 0.01) were found between Edwards' HR and the session-RPE methods and between the 2 session-RPE instruments (r range: 0.92-0.97; R2 range: 0.85-0.94; p < 0.01). The significant (p < 0.05) differences emerged between training sessions indicate that session-RPE discriminates ITL in relation to various technical skills. Hence, session-RPE can be a useful and inexpensive tool to quantify ITL in teamgym, and coaches could use this instrument to monitor their periodization plan as experienced by the athletes.

Sports injuries are common in children and adolescents. Typical musculoskeletal disorders include overuse injuries such as stress fractures and apophyseal avulsions. Gymnastics has one of the highest injury rates of all girls' sports. Intensive gymnastics can cause chronic spine and wrist trauma. Prevention of sport injuries should be a priority for parents, coaches and children themselves. Protection (helmet, padding) is mandatory for some activities. Proper education and preparation are necessary for all sports activities.

Edmondo De Amicis (1843-1908) was one of Italy's most popular writers, and perhaps more than any other figure in post-Risorgimento Italy, he reflected the common hopes, dreams and prejudices of his countrymen. De Amicis was particularly interested in gymnastics and physical education, and he wrote about them frequently. His most famous work on these subjects is his novella Amore e ginnastica [Love and Gymnastics] (1892) which explores female fitness, sexual stereotypes and gender roles in nineteenth-century Italy. This opus, along with two others (a lecture and a magazine article), can help modern readers understand the role of female sport and gender expectations in post-Risorgimento Italy. In addition to exploring women's gymnastics, De Amicis was also interested in female mountain climbing. By examining the activities and physical appearance of lady mountaineers, the author reveals his personal criteria for the perfect woman. When these are combined with the gymnasts in the earlier work, we can distill the writer's own particular attitudes toward gender and female perfection. For De Amicis a woman was required to be athletic, beautiful, modest, faithful, loving and with just a soupon of uncertainty about her sexuality to make her interesting.

The kinesiology concept is used worldwide and by many different professional groups with scientific aspirations. Yet nobody seems to know much about where it comes from and why it came into existence. This article traces the origins of the concept back to one of Sweden's greatest cultural exports of the nineteenth century - Swedish gymnastics - and the efforts of especially Swedish physiotherapists and physical educators to spread its scientific doctrines throughout the world. Primarily their goal was to convert the representatives of conventional medicine (pharmacology) into a more mechanical mode of understanding and curing illness (physiotherapy). While following in the footsteps of one physiotherapist/physical educator -'the father of kinesiology'- and examining the ideological and historical conditions his so-called 'mission' was ruled by, the social construction of knowledge and science is made visible in a way seldom highlighted in the history of medicine and physical education.

The first aim of this study was to analyse the effect of elite training, linked to expertise, in gymnastics on postural performance and control. For this purpose, body sway of expert gymnasts was compared to other sportsmen, non-experts and non-gymnasts, in two different postures: bipedal (easy and unspecific to gymnasts) and unipedal (difficult and fairly specific). The second aim was to compare the groups in the same tasks but in a visual condition for which they were not trained, i.e. with eyes closed. Postural performance was assessed by centre of gravity motion, which was computed from centre of pressure motion, estimating postural control. A significant difference between the two groups was observed for postural performance in the unipedal posture and with eyes open only. Regardless of their posture, the groups were similarly affected by removal of vision. Expertise in gymnastics seemed to improve postural performances only in situations for which their practise is related to, i.e. unipedal with eyes open. These reveal the importance of choosing a relevant postural configuration and visual condition according to the people's training or by extension experience.

In this study, we examined the methods used and knowledge required by 16 elite men's gymnastic coaches in the development of skill progressions. Following in-depth interviews, a conceptual model representing the process of skill progression development was generated. We found that: (1) elite gymnastic coaches developed skill progressions through experimental practice, reflection and critical inquiry; (2) the development of skill progressions was underpinned by the coaches acquiring a mindset based on four further sub-components (i.e. skill progression refinement, current coaching knowledge, mental imagery and biomechanical understanding); and (3) coaches identified the importance of replication of the spatial and temporal characteristics of the final skill. The results are consistent with task analysis, reflective practice and the principle of specificity. Practically, these findings suggest the need to develop coaches with a more objective approach to skill progression development and a greater understanding of the controlling mechanisms inherent in such practices.

The visual search strategies employed by gymnastic coaches with different levels of expertise were investigated. Expert (n=3) and novice coaches (n=3) watched 9 video sequences of 3 gymnastic techniques and were required to highlight errors in performance. Visual search patterns were monitored by an ASL-5000SE eye-tracking system during observation. Expert participants showed longer and fewer visual fixations than the novice group.

Background: Rhythmic gymnastics is a sport that blends the athleticism of a gymnast with the grace of a ballerina. The sport demands both the coordination of handling various apparatus and the flexibility to attain positions not seen in any other sport. To attain perfection and reproducibility of their routines, the athletes must practice and repeat the basic elements of their routines thousands of times. In so doing, the athlete places herself at risk of a myriad of overuse injuries, the most common being low back pain., Methods: To document the presence and severity of low back pain in elite rhythmic gymnasts, a prospective study of seven national team members was undertaken that documented injuries and complaints with daily medical reports over a 7-wk period. These findings were correlated with a retrospective review of 11 elite level gymnasts followed over a 10-month period whose complaints ultimately required evaluation by a physician., Results: Eighty-six percent of the gymnasts in the prospective study complained of back pain at some point over the course of the study. The only injury recorded that required a time loss from sport was a low back injury. The most common complaint requiring a physician's evaluation was low back pain with the diagnoses varying from muscle strains to bony stress reaction or complete fracture of the pars inter-articularis (spondylolysis). No athlete had a spondylolisthesis or ruptured disk. Two had mild scolioses which did not appear to be associated with their low back pain., Conclusions: It would appear that rhythmic gymnasts are at relative increased risk of suffering low back complaints secondary to their sport.

Purpose: The purpose of this study was to improve the leaping ability of athletes in rhythmic gymnastics, a high leap demanding sport, using a controlled course of jump training., Methods: Six elite athletes underwent a course of leap training including pool training and Pilates' Method of Body Conditioning using spring controlled resistance to muscular exertion. Baseline data was obtained on a force plate that measured reaction time, leap height, and explosive power on each athlete before initiating training., Results: After 1 month of training, leap height improved 16.2%, ground reaction time improved 50%, and explosive power improved 220%. With continued maintenance training, no decrease in effect was noted; however, no significant improvement occurred after the first month of training. At 1 yr with discontinuation of the leaping protocol but continued training within the sport, the initial gains were likewise maintained. No injuries occurred during participation in the leaping protocol., Conclusions: Elite rhythmic gymnasts can safely improve their leaping ability significantly through an intense course of jump training. Continued training with the leaping protocol does not appear to further enhance the benefit; however, the gains appear to be maintained at 4 months and 1 yr post training with or without additional training with the leaping protocol.

Contrary to a strict specificity of learning position, Robertson, Collins, Elliott, and Starkes (1994) have reported that the balance beam performance of expert gymnasts is less affected by the withdrawal of vision than is the performance of novice gymnasts. In this study, we employed a training paradigm in order to exercise complete control over the sensory conditions under which a dynamic balance beam task was acquired. Novice participants were trained either with or without vision to walk across a balance beam as quickly as possible and later tested in the other vision condition. Although participants improved more in the condition in which they trained, practice in one sensory condition did not negatively affect performance in a different sensory circumstance. The finding that vision was still extremely important after 5 days of practice is problematic for models of motor learning that propose a progression with learning from closed-loop to open-loop control.