HISTORY
GYMNASTICS AND TUMBLING, comprising some of our most basic motor skills, also include some of the oldest skills.Their beginnings are somewhat obscure, but they possibly began about 2600 в.с. when the Chinese developed a few activities that resembled gymnastics, particularly of the medical type. However, real development of gymnastics began in the Grecian and Roman periods of history. The Greeks first gave great emphasis to gymnastics; in fact, the word itself is derived from the Greek. Systematic exercise received endorsement from the most eminent educators of an- cient times and it became a prominent feature in the state regulations for edu- cation.
In fact, the period spent for gymnastics was equal to the time spent on art and music combined. The Spartans were most rigid in providing gymnastic training for their youth. Girls also were expected to be good gymnasts. The exercises consisted of various tumbling, dancing, running, leaping, rope-climbing and balance movements.
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What Is Gymnastics Definition, History, Values , Benefits and More |
The early Romans copied the physical training program from the Greeks but adapted it to their military training program. With the fall of the Greek and Roman civilizations, gymnastics declined. In fact, all forms of physical activity were discouraged. This was true through- out the Middle Ages and into the Renaissance, when a renewed surge of interest in systematic physical activity swept the European countries. Perhaps the earliest contributor to this renewed interest was Johann Basedow (1723-1790) of Germany who in 1776 added gymnastic exercises to the program of instruction in his school. Johann Guts Muths (1759- 1893), who is known as the "great-grand- father of gymnastics," introduced gymnastics into the Prussian schools. He wrote several works on the subject, in- cluding Gymnastics for Youth, said to be the first book on gymnastics. The real "father of gymnastics" was Fried- rich Jahn (1778-1852). Jahn, who is re- garded as the founder of the Turnverein, conceived the idea of combining gym- nastic training with patriotic demonstra- tions. This was received very well by the government and thus the program grew rapidly involving huge playgrounds and whole families participating. Jahn invented several pieces of equipment, among them the horizontal bar, parallel bars, side horse, and vaulting buck. Later when threat of war subsided, Jahn's mo- tives were misunderstood and the au- thorities had him jailed for planning to overthrow the government. The Turn- vereinen societies then moved into closed buildings for protection where they still function in Europe and the United States.
Adolf Spiess (1810-1858) is responsible for introducing gymnastics into the schools of Switzerland.
Pehr Ling (1776-1839) of Sweden was the first to appreciate the corrective value of gymnastics. He simplified the exercises for use by the individual. Ling invented the equipment known today as Swedish apparatus, including the stall bars and the vaulting box.
Franz Nachtegall (1777-1847) started the first school for training gymnasties teachers at Copenhagen.
The development of gymnastics in America began with physical education programs patterned after European programs. This European influence was felt greatly through the Turnverein move- ment. When the Turners organization felt the need for training instructors for its numerous clubs, it established in 1865 the Normal College of American Gymnastics in Indianapolis, Indiana. For years this college turned out superb instructors in gymnastics and related activities.
One of the first American contributors to gymnastics was Dr. Dudley Sargent. While still a student he became a teacher of gymnastics at Bowdoin College. With- in two years he had developed the ac- tivity as an official part of the regular college curriculum. He later served at Yale before moving to Harvard where he became Director of the Hemenway Gymnasium. During his life Dr. Sargent invented many pieces of apparatus, in- cluding such items as pulley weights and leg and finger machines. He also de- veloped a system of anthropometric measurements for determining the phys- ical condition of the student.
The YMCA's also made a very notable contribution to the gymnastic program in the USA with their encouragement and inclusion of the activity in their programs. They installed apparatus in their gymnasia and provided instruction in gymnastics at their training school at Springfield, Massachusetts. One of their early leaders who became prominent in the movement of physical training along educational lines was Dr. Luther Gulick.
In the World War II physical training programs, renewed emphasis on gymnastics and tumbling resulted in in- creased growth of the activity in our schools after the war. Within the last decade, there has been a phenomenal surge of interest in the sport. Old gymnastic centers like Philadelphia, Minneapolis, and Los Angeles are still active, and many new areas produce an en- ergetic flow of top-notch gymnastic coaches, teams, and fans. This is espe- cially true of the Chicago suburban area. The National Collegiate Gymnastic Meet is now a very large affair attracting many top-flight teams, while a short time ago there were only a few schools en- tered. Clinics have sprung up through- out the country, highlighted by the an- nual Sarasota (Florida) Clinic. The Sara- sota Clinic, started in the winter of 1951, has grown from a small beginning to be- come a very big attraction. The Board of Directors has included Lyle Welser, Tom Maloney, Ed Scrobe, Frank Cumiskey, and Frank Wells, with competent clinic personnel in such people as George Szypula, Ralph Piper, Gene Wettstone,
Newt Loken, and Bud Beyer. The very active and functional Na- tional Association of Gymnastic Coaches was formed in 1950 by a small group of gymnastic coaches led by Chet Phillips. Past Presidents of the Association are: Phillips, Pond, Welser, Maloney, Charles Keeney, Szypula, Loken, and Hal Frey. In 1955, the NAGC adopted a policy of honoring one person each year who has made an outstanding contribution to gymnastics over a period of 25 years or more. The first five so honored were Max Younger, Roy E. Moore, Hartley Price, Leslie Judd, and Gus Heineman. In 1959, plans were being made to have gymnastics represented in the nationally famous Helms Hall of Fame. George Szypula headed a committee to nomi- nate candidates for this award.
In 1959, the Wheaties Sports Federation inaugurated plans for promoting the All-American Teams of ten sports, including gymnastics. The All-American Selection Board with Newt Loken as chairman included the Past Presidents of the NAGC, along with Joe E. Brown, the actor, as Honorary Member.
Obviously, a great deal is happening in gymnastics. It is being rediscovered that, with proper supervision and instruc- tion, gymnastics can be one of the most popular and exciting activities in the school program.
GENERAL VALUES
What are some of the contributions which gymnastics makes to the development of the individual? Recent stud- ies involving physical fitness indicate that gymnastics should be a vital activity in physical fitness training. The move- ments in this activity are fundamentally big muscle movements and will develop greatly the muscle groups in the arms, shoulders, chest, and abdomen. These areas of the body are often neglected in other sports. Tumbling and trampolin- ing also develop the musculature of the legs. Besides building up strength and power, gymnastics also contributes to other factors of physical fitness such as agility, flexibility, coordination, and bal- ance. A general improvement in posture also can be derived from this type of activity.
Gymnastics has special meaning as a sport. The emphasis is placed on co- ordination and skill. Students whose capabilities and size may not fit them for contact sports can find in gymnastics satisfaction of competition and the thrill of accomplishment in skillful physical activity.
In addition to these physical factors, gymnastics also develops such mental qualities as alertness, daring, and precision. Split-second timing is necessary in many of the stunts which call for quick thinking. Since gymnastics is an individual sport, the gymnast is the only person who can make himself overcome his fears in learning new stunts. Upon repetition of stunts the gymnast develops habits of definite decisions and actions which must be correct for the successful completion of the stunt.
Such character traits as self-confidence, perseverance, and self-discipline are developed from gymnastic activities. If the gymnast works to make progress, he quickly learns that he must develop perseverance to the highest degree. He must apply self-discipline and force him- self to try repeatedly the same stunt until mastery is finally accomplished. Because gymnastics is a self-testing ac- tivity each individual may progress at his own speed. A gymnast who is chal- lenged by a particular advanced stunt or routine is not prevented from trying it by the lack of progress of his fellow gymnast.
Creative ability has unlimited oppor- tunity in the sport of gymnastics. Great pleasure is derived from working out possible combinations and routines. This develops in the gymnast an understand- ing of symmetry, continuity, coordina- tion, balance, and timing. It also de- velops an understanding of the need for strength and endurance in order to com- plete some of the created routines set up by the gymnast.
Another contribution is the fun and enjoyment received from participating in the activity. The joy of successfully com- pleting a stunt is outstanding. The ela- tion of learning a handspring, kip or giant swing is indescribable. To see chil- dren laughing and shouting with joy and pride as they successfully complete a stunt is 'indeed rewarding to the gymnastic instructor.