Safety, Risk Management, Education and Business discussion web log for the Gymnastics Professional.

 
Best Practices of Scientific Information
By Michael Taylor
“We have seen in sports superb demonstrations of physical skill, determination, unity, discipline, coordination, cooperation, and dedication; but final victory always went to the team that knew best where the goal was and had the ability to do something about it.”
Robert L. Simpson
(1915– ) American religious leader, BYU
One of the primary benefits of being a member of USECA is receiving the (almost) monthly Journal. Each edition of the Journal provides the reader with organization news, resource and reference material, and an amazing array of the latest technical information. Thanks to Dr. Sands et. al., members are privilege to the newest biomechanics and sport science information before almost everyone.
The science of movement is complex and relatively new, so it can be difficult to understand exactly how every aspect of skeletal and musculature systems work. The body is a complicated structure, with thousands of variables affecting each biological process. New equipment changes the dynamics between the body and the apparatus. Modern sport science and health and fitness information can be confusing, so it is hard to know who or what to believe.
New technology allows researchers to measure physiological processes more precisely. However, new discoveries often raise more questions, making something that seemed simple more complicated. Exercises that would appear to benefit skill training may prove to be detrimental. Training that has been commonplace for decades have been found to be useless, if not even harmful. I remember swallowing handfuls of salt tablets during football practice, enduring hours of practice in the hot sun without a water break – all because coach was convinced it would make us tougher and better prepared for games. He was simply doing what he thought best with the knowledge he had.
New information that is understood in academic circles isn’t always relayed to the public. Fortunately, USECA members are provided research-based data with which to train their athletes. Information that you get from TV, a popular book or a local trainer may not always be up-to-date or accurate; or there may be nuances that are left out. Some books manipulate or simplify scientific facts in order to make invalid or unproven claims. This information, often passed by word of mouth, only confuses people more.
Thigh masters and super ab machines that allow users to develop their physiques and gain strength without effort sound too good to be true. When you hear something like this that goes against what you previously believed, that is your signal to find out more. Question the person making the claim and the research or scientific evidence that backs up that claim. It’s not always easy to do this, but you’ll get the best information by seeking out the most reliable sources.
When someone claims that an exercise is the “best,” you need to ask, “How and shy?” “Best for what - for flexibility? For strength? For skill development? In some cases, what are the consequences? Could your new training technique cause some future problem? How many of us former gymnasts struggle with bad backs and stiff joints as a result of bad training habits?
There are old-school, new-school and even neo-school approaches to training. Tried and true methods that have proven to work or just-out-of-the-lab approaches to preparation, no matter what, gymnastics training will continue to evolve. It may be that future research sheds further light on proper training techniques. Best practice dictates that you know your source and are confident in the information provided. If you are convinced that what you are being told is research-based and passes the “common sense” test, conduct your own trials. Use the latest information available as you design your program. From “Peaking and Conditioning” by Dr. Nassar of “Drills for Skills” by Dr. Sands to “Physical Prep and Planning” by Dr. McNeal, as a USECA member, you have just saved yourself a lot of time….

“The most exciting phrase to hear in science, the one that heralds the most new discoveries, is not “Eureka!”(I found it!) but “hmmm . . . That’s funny. . . .”
- Isaac Asimov
(1920-1992) American scientist & science-fiction author
posted by Michael at 6:35 AM

 
Last month I wrote on how to deal with the class clown. I received a lot of positive feedback on that article. At the USAG Region I Congress, I presented a seminar on “Student Behavior and Class Management” which was one of the best attended sessions of the weekend. It seems that coaches are eager for ideas on how to effectively run their classes and deal with difficult students.

Best Practices of Class Management

In his book, “Positive Classroom Discipline,” Fred Jones states “The most widespread management technique at home and in the classroom is nag, nag, nag.” You can avoid making that technique your teaching style and create a climate for learning by understanding student behavior and working to effectively manage your classes.

First, take into consideration your students. Each one is at a certain level, specific to their physical, cognitive and emotional development. Each student has a unique personality type – aggressive, passive, open, angry, or complacent, etc. Every student also has a preferred learning style, a method by which they best understand and learn – kinesthetically, visually, logically, interpersonally, intra-personally, etc. Everyone behaves differently in different situations and your job as a teacher/coach is to connect with each student and entice them to learn.

This responsibility to lead students in the learning process requires personal discipline and the ability to create a positive learning environment. As always, what works for one does not always work for all. Much research has been done on human behavior and learning (Freud, Jung, Skinner, Piaget, etc.) and we can benefit from this information to create techniques for effective classes.

I offer the following as best practices of class management:

Choose your battles.
Learn to selectively ignore behaviors that are not truly detrimental to your teaching objectives. Many times coaches/teachers complain about behaviors that are completely normal and should be expected but are not teacher directed and a matter of the teacher simply exerting their control. Keep your sense of perspective and your sense of humor.

Create a set of clear and concise needs and expectations.
Student and teacher needs, rights, and expectations should be openly discussed on the first day of class and reviewed periodically. Students have a right to learn without being disrupted by others. They expect the teacher to facilitate learning by setting limits on disruptive student behavior. The student is expected to come to class prepared with a willingness to learn. The students are expected to behave respectfully to the teacher and to other students. Furthermore, the student is expected to accept the consequences of misbehavior. A teacher needs the full attention of each student and has the right to establish optimal learning environments. The teacher is expected to present interesting curricula which meet the students' needs, to provide stimulating and useful lessons, and to always ask the students to be the best that they can be. Furthermore, the teacher is expected to use teaching practices which are likely to motivate students to engage in worthwhile learning activities.

Create a warm and nurturing classroom environment.The gym should be a place where a student feels welcome and at home. Students need to feel safe and accepted, so ridicule and sarcasm are not allowed. Mutual respect and the Golden Rule is the key for maintaining this climate. The class should be clean and pleasantly decorated with equipment arranged to allow students to work cooperatively as well as allowing the teacher to circulate freely and supervise efficiently. Each student deserves to be treated with dignity and respect. Students should be personally greeted at the door. They should be given as much personal attention as possible during and outside of class. Although there are many causes of team spirit, a teacher's enthusiasm, level of concern for the students, and class involvement all can affect the level of class togetherness. This force can benefit cooperative learning, and make the lesson seem much more enjoyable.

Develop a set of rules and logical consequences.Teachers and students must democratically create discipline plans including rules with clear and effective consequences. The rules should be agreed upon and understood by everyone in the class. It should be understood that when rules are broken, consequences will be applied fairly and consistently. The teacher solicits help to develop a set of class rules and responsibilities. The ideal list would be short and reflect the concepts of mutual respect and personal responsibility. Logical consequences are results which consistently follow certain behavior. They are explained in advance and agreed to by the students. It is hoped that by understanding the consequences of disruptive behavior, that students will make better choices. Consequences should be related to the misbehavior so the students can see the connection. For example, if a gymnast chooses not to work on their assignment, they will stay after class until the repetitions are finished.
Once the class has developed its list of rules, they should be displayed as a reminder to those who may wish to break them. This gives the teacher something to point at when requesting certain behavior to stop. Enforce these rules consistently and without preferential treatment or emotion.

Develop a comprehensive lesson plan and daily routine, yet remain flexible.Install class routines and procedures which allow the student to know what is expected of them to begin and complete work expeditiously. As part of an effective routine, it is best for students to begin work immediately after class begins. Warm-ups should include fun or interesting activities meaningfully occupy the student. The activity could lead directly into the day's lesson. Part of the class time should be spent covering the daily lesson. During this time it is understood that only one person speaks at a time. Don’t talk too much. Use the first few minutes of class for lectures or presentations, then get the kids working.
Students who have questions are encouraged to raise their hands to ask them. Once the lesson has been presented, the teacher is free to answer individual student questions to give efficient help to the students. It is important to be flexible as lesson plans can be affected by conditions beyond the control of the teacher (half the class is absent that day, excess heat, event rotation emergencies, etc.) There may be cases where class activities must be restructured or rescheduled to accommodate the changed conditions. It is possible, with some ingenuity, to make the situation a learning experience, beneficial to all.

Make learning more attractive and fun for the student.Gymnastics is for the students, and not for the teachers. It is important for the teacher to expend every effort necessary to make the lessons interesting, and the activities enjoyable. Remember that students need to be successful 80% of the time! The result will be an engaged and active participant in the learning process. Students respond well to the anticipation of preferred group activities. It is possible to get an entire class on task if the incentive is available to all students, and attractive to the entire group so as to merit extra effort. The incentive should be both stimulating to the students, and educationally valuable.
The teacher can make learning more attractive by giving a coherent and smoothly paced lesson presentation. Getting the lesson going, keeping it going with smooth transitions and avoiding abrupt changes that interfere with student activity are important in maintaining positive student behavior associated with being on task. Coaches should vary the way they present their lessons from day to day. They may demonstrate, lead a group activity or discussion, or have students work quietly on their own. Repetitions can become ruts if there is not some variety to spice things up. Teaching strategies should be congruent with student learning styles. The teacher should help the students develop learning goals which are real, attainable, and a source of pride. Activities should be fun for the students.

Deal with misbehavior, quickly, consistently, and respectfully.Misbehavior is a disruption to your effectiveness as an educator. The time spent dealing with misbehaving would be better spent teaching the others. Therefore, misbehavior will be dealt with quickly and consistently with class defined consequences. Body language, facial expressions, gestures, eye contact, and physical proximity all can be effective in promoting self-control by the student. It is important that a teacher be aware enough to be able to recognize when misbehavior may occur, and to have non-verbal methods to prevent escalation.
It is possible that a verbal reminder of the class rules and consequences will be all that is necessary to stop student misbehavior. Upon an act of misbehavior, a teacher may describe the action to the student and suggest an acceptable alternative action. The student usually only has to be reminded of what she is supposed to be doing. For example, "Instead of talking with your friends around the chalk box, I would like you to work on your ankle conditioning for the next five minutes. You can talk to your friends later."
If a teacher ignores an attention seeking student, the misbehavior usually escalates to a level which eventually cannot be ignored. Therefore, it is best if the teacher can redirect the student’s behavior, and attempt to give the student attention when she is not demanding it. This method encourages students to seek motivation from within, instead of depending on attention from the coach.
It is important that the coach not engage in power struggles with students. It is best to redirect a power-seeking student's behavior by offering some position of responsibility or decision making. Address the behavior, not the character of the student. The teacher has the power to build or destroy student self concept and personal relationships. Good communication addresses the situation directly, letting the student decide whether their behavior is consistent with what they expect of themselves. To be effective, consequences must be applied consistently. They should never be harmful physically or psychologically to the student. When they are invoked, the student should understand that he has chosen them by misbehaving. Sometimes students are unwilling to listen to the teacher. At this point, a teacher can help prevent misbehavior from escalating by talking (and listening) with the student privately, and rationally discuss the problem behavior. The privacy enhances the possibility for a constructive discussion. Confrontation with an unwilling student could make the teacher appear weak in front of the class. Know when to ask for help. Make parents your allies. Call early and often, using the word “concerned.” When communicating a concern, be specific and descriptive.

When all else fails, respectfully remove the student from the class.Continued disruptions will not be tolerated in class. They are detrimental to the overall objective that all students will become active and effective learners. Therefore, such students will be respectfully removed from class, and dealt with unconventionally. If a student does not accept the consequence for breaking a class rule, then he or she will not be allowed to remain in the class until the consequence is accepted. This rule should be made clear to the students from the first day, and should be strictly enforced (with the gym owner’s approval, of course).

There are a lot of resources available to help teachers manage their classes and it is not an easy task to keep a dozen active children focused and on task. Keep your perspective and sense of humor and remember that you are there for the kids. I always remind coaches of a favorite quote of mine from Plato, “Suffer not to teach a child, for knowledge acquired under compulsion hath no bearing upon the mind. Rather, find the natural bent so that the child may learn.” Don’t beat yourself up trying to keep the students in line and obeying your rules as you try to “teach;” it is more important that they are actively engaged in learning Gymnastics.
posted by Michael at 11:32 AM

 
Best (and Worst) Practice Things To Say When You Coach

By Michael Taylor

Your choice of words can have a huge impact on your students - even if you think they're not paying attention. The way you phrase a request, a response, or a compliment can inspire them to be cooperative and confi­dent, or leave them feeling defiant and discouraged. Coaching communication is a difficult prospect at best. Our job is to motivate and encourage while we critique and correct. What you say to your athletes and how you say it can make the difference between success and failure. The five best practice things to say when you coach:

1. “The choice is yours.”
If you use this phrase when asking your athlete to do something - or stop doing something - you make it clear that she is responsible for her own actions. For example, you might tell her and her friend, "The choice is yours; pay attention and follow the assignment or call you mother to pick you up." If they're still chatting with one another five minutes later, you can follow up with, "I see that you've decided that you would rather go home." Not only does this help teach the student about cause and effect, but it takes you out of the bad­ cop role; she will clearly understand that she's making a decision to choose a consequence.

2. "I like you, but I don't like that behavior."
If you have to discipline your athletes, you want to separate the deed from the doer - so he understands that behaving badly doesn't make him a bad person. Telling a child that you like him in the same sentence that you express disapproval also helps remind you that the goal of discipline is to teach a child what's appropriate, not to punish him - and you'll be much more likely to stay calm and not yell. Never forget your first job as a coach is to be a teacher and that you don’t really teach gymnastics, you teach children.

3. "I want you to help me solve my problem."
If your athlete is doing something that annoys you – constantly tightening his grips out of nervous habit rather than necessity - make it seem as if you're the one with the problem. Ask him to help you come up with a solution - per­haps he'll only rip that velcro when you are on vault. This way, he'll feel as if his input is invited and respected, and he's less likely to see you as his ad­versary. If the only solution that will sat­isfy you is for him to stop the behavior entirely, you can brainstorm about how he can remember not to do it.

4. "What did you really want to say?"
When kids get mad, they may blurt out harsh words - such as "You're stupid!" or "I hate you” -because that's all they can think of to say in the heat of the moment. But you can help your student dig deeper and figure out what exactly made her so furious. You might have to give her suggestions such as "Are you angry because you’re embarrassed?" or “Are you frustrated after trying so many times?” As a child learns to get more in touch with her feelings, she'll become better at articulating them with others, becoming a better communicator herself.

5. "Different people have different needs."
When one of your students utters that familiar refrain "It's not fair!" you need to help him understand why everyone shouldn't in fact be treated equally. This statement ex­plains what "fair" really means: "Everyone on the team gets what he needs when he needs it." If one of your athletes needs spotting on a difficult skill, for ex­ample, you certainly wouldn't NOT spot him just to be fair to the other team members. It may not be fair that Ryan Rings missed two days of practice but maybe he had extra schoolwork to get done. When one athlete hits a week of practice and earns an anchor spot in the lineup, it doesn't mean that everyone automatically gets to go last in a rotation.

There are also some worst practice things to say when you coach.


1. "Act your age."
If a 9-year-old cries be­ cause someone called her a name (or worse, is ignoring her) she is acting her age. Although we're certainly delighted when our team display more mature behavior, the truth is that it's still developmen­tally appropriate for them to be stub­born, needy, and self-centered. Lots of coaches forget that fact - because, let's face it, childish behavior can be frustrating. However, when you tell a student to act his age, you're issuing a blanket criticism without acknowledging why he might have been behaving that way. You're really focusing on how his behavior af­fects you. Instead, try to tune in to his feelings, and preface your re­sponse with something empathetic like "You seem really angry" or "I know that it's sad when something like this happens."

2. "I was only teasing.”
Joking with your students may seem like a harmless way to help them develop a sense of humor, but teasing is likely to include put­ downs such as "You'd probably for­get your head if it weren't screwed on." Despite what many people think, making fun of a child won't prepare him for being teased by other kids any more than hitting him will toughen him up to face a bully. Creating an atmosphere of fun and excitement in the gym is great but your job as a coach is to be caring and supportive, not cute or clever with insults that are disguised as humor. If you don't really mean it, don't say it.

3. "Why can't you be more like your teammate?"
Comparisons like this are a surefire way to make your athlete feel like a second-class citizen and fuel internal rivalry. There is something to be said for a friendly competition in the gym but this needs to come from the athletes and not the coaches. This is not an effective strategy to get a student to do her conditioning as quickly as her teammate does or focus on execution like another team member; they'll only deflate a child's confidence. The more you tell her she's not good enough, the more likely she is to be­lieve it. You need to accept your kids' strengths and weaknesses, and en­courage each child in a way that fo­cuses on his or her own behavior.

4. "What did I just tell you?”
You obviously know the answer. This sarcastic question is really a thinly veiled accusation­ and if your student were to actually respond to a question such as "Did you just bend your knees?" she would end up sounding like a smart aleck. If you're irritated that your child hasn't done what you've asked, say so: "I'm frustrated that I have to repeat this three times, but I'm going to tell you once more – “Keep your legs straight."

5. "Don't bend your knees (tap so late, throw your head back, etc.)."
Despite your best intentions - and the desire to provide good coaching feedback ­- such warnings will actually make him more likely to do what your asking them not to. You're telling him that you expect him to fail which is very discouraging for a child who's working hard to become more independent. Instead, you might say, "Keep your legs straight." That way, you're focusing on the performance behavior you want, not his bent knees. Trying to keep your messages positive rather than negative takes practice. Give it a try.



“The greatest compliment that was ever paid me was when someone asked what I thought, and then attended to my answer.”
- Henry David Thoreau (1817–1862) US naturalist & writer
posted by Michael at 11:21 AM

 
Benefits of Participation in Gymnastics

At the conclusion of an extended program of gymnastics a gymnast should demonstrate Physical Benefits:

ü An increase in muscular strength, flexibility and endurance.
ü The ability to relax and stretch safely.
ü Correct alignment while walking, standing, jumping etc.
ü The knowledge of how to fall and roll safely.
ü Increased agility and coordination.

At the conclusion of an extended program a gymnast should demonstrate Cognitive Benefits:

ü Awareness of the body.
ü Awareness of space and where the body is in it (under, over, etc.).
ü Awareness of time and how the body reacts (quick, slow, etc.).
ü Aware of relationships: body parts to each other and the apparatus.
ü Awareness of relationships with other students, coaches, etc.

At the conclusion of an extended program a gymnast should demonstrate Psychological Benefits:

ü The joy of movement mastery.
ü Discipline and self control.
ü The exercise habit as a pleasurable daily occurrence - movement is pleasurable and desired.
ü A confident self image and a positive attitude towards their bodies - move from a world of "I can't" to "I can."
ü Trust in one's own abilities.
posted by Michael at 12:20 PM

 
Best Practices of Class Management

In his book, “Positive Classroom Discipline,” Fred Jones states “The most widespread management technique at home and in the classroom is nag, nag, nag.” You can avoid making that technique your teaching style and create a climate for learning by understanding student behavior and working to effectively manage your classes.

First, take into consideration your students. Each one is at a certain level, specific to their physical, cognitive and emotional development. Each student has a unique personality type – aggressive, passive, open, angry, or complacent, etc. Every student also has a preferred learning style, a method by which they best understand and learn – kinesthetically, visually, logically, interpersonally, intra-personally, etc. Everyone behaves differently in different situations and your job as a teacher/coach is to connect with each student and entice them to learn.

This responsibility to lead students in the learning process requires personal discipline and the ability to create a positive learning environment. As always, what works for one does not always work for all. Much research has been done on human behavior and learning (Freud, Jung, Skinner, Piaget, etc.) and we can benefit from this information to create techniques for effective classes.

I offer the following as best practices of class management:

Choose your battles.
Learn to selectively ignore behaviors that are not truly detrimental to your teaching objectives. Many times coaches/teachers complain about behaviors that are completely normal and should be expected but are not teacher directed and a matter of the teacher simply exerting their control. Keep your sense of perspective and your sense of humor.

Create a set of clear and concise needs and expectations.
Student and teacher needs, rights, and expectations should be openly discussed on the first day of class and reviewed periodically. Students have a right to learn without being disrupted by others. They expect the teacher to facilitate learning by setting limits on disruptive student behavior. The student is expected to come to class prepared with a willingness to learn. The students are expected to behave respectfully to the teacher and to other students. Furthermore, the student is expected to accept the consequences of misbehavior. A teacher needs the full attention of each student and has the right to establish optimal learning environments. The teacher is expected to present interesting curricula which meet the students' needs, to provide stimulating and useful lessons, and to always ask the students to be the best that they can be. Furthermore, the teacher is expected to use teaching practices which are likely to motivate students to engage in worthwhile learning activities.

Create a warm and nurturing classroom environment.The gym should be a place where a student feels welcome and at home. Students need to feel safe and accepted, so ridicule and sarcasm are not allowed. Mutual respect and the Golden Rule is the key for maintaining this climate. The class should be clean and pleasantly decorated with equipment arranged to allow students to work cooperatively as well as allowing the teacher to circulate freely and supervise efficiently. Each student deserves to be treated with dignity and respect. Students should be personally greeted at the door. They should be given as much personal attention as possible during and outside of class. Although there are many causes of team spirit, a teacher's enthusiasm, level of concern for the students, and class involvement all can affect the level of class togetherness. This force can benefit cooperative learning, and make the lesson seem much more enjoyable.

Develop a set of rules and logical consequences.Teachers and students must democratically create discipline plans including rules with clear and effective consequences. The rules should be agreed upon and understood by everyone in the class. It should be understood that when rules are broken, consequences will be applied fairly and consistently. The teacher solicits help to develop a set of class rules and responsibilities. The ideal list would be short and reflect the concepts of mutual respect and personal responsibility. Logical consequences are results which consistently follow certain behavior. They are explained in advance and agreed to by the students. It is hoped that by understanding the consequences of disruptive behavior, that students will make better choices. Consequences should be related to the misbehavior so the students can see the connection. For example, if a gymnast chooses not to work on their assignment, they will stay after class until the repetitions are finished.
Once the class has developed its list of rules, they should be displayed as a reminder to those who may wish to break them. This gives the teacher something to point at when requesting certain behavior to stop. Enforce these rules consistently and without preferential treatment or emotion.

Develop a comprehensive lesson plan and daily routine, yet remain flexible.Install class routines and procedures which allow the student to know what is expected of them to begin and complete work expeditiously. As part of an effective routine, it is best for students to begin work immediately after class begins. Warm-ups should include fun or interesting activities meaningfully occupy the student. The activity could lead directly into the day's lesson. Part of the class time should be spent covering the daily lesson. During this time it is understood that only one person speaks at a time. Don’t talk too much. Use the first few minutes of class for lectures or presentations, then get the kids working.
Students who have questions are encouraged to raise their hands to ask them. Once the lesson has been presented, the teacher is free to answer individual student questions to give efficient help to the students. It is important to be flexible as lesson plans can be affected by conditions beyond the control of the teacher (half the class is absent that day, excess heat, event rotation emergencies, etc.) There may be cases where class activities must be restructured or rescheduled to accommodate the changed conditions. It is possible, with some ingenuity, to make the situation a learning experience, beneficial to all.

Make learning more attractive and fun for the student.Gymnastics is for the students, and not for the teachers. It is important for the teacher to expend every effort necessary to make the lessons interesting, and the activities enjoyable. Remember that students need to be successful 80% of the time! The result will be an engaged and active participant in the learning process. Students respond well to the anticipation of preferred group activities. It is possible to get an entire class on task if the incentive is available to all students, and attractive to the entire group so as to merit extra effort. The incentive should be both stimulating to the students, and educationally valuable.
The teacher can make learning more attractive by giving a coherent and smoothly paced lesson presentation. Getting the lesson going, keeping it going with smooth transitions and avoiding abrupt changes that interfere with student activity are important in maintaining positive student behavior associated with being on task. Coaches should vary the way they present their lessons from day to day. They may demonstrate, lead a group activity or discussion, or have students work quietly on their own. Repetitions can become ruts if there is not some variety to spice things up. Teaching strategies should be congruent with student learning styles. The teacher should help the students develop learning goals which are real, attainable, and a source of pride. Activities should be fun for the students.

Deal with misbehavior, quickly, consistently, and respectfully.Misbehavior is a disruption to your effectiveness as an educator. The time spent dealing with misbehaving would be better spent teaching the others. Therefore, misbehavior will be dealt with quickly and consistently with class defined consequences. Body language, facial expressions, gestures, eye contact, and physical proximity all can be effective in promoting self-control by the student. It is important that a teacher be aware enough to be able to recognize when misbehavior may occur, and to have non-verbal methods to prevent escalation.
It is possible that a verbal reminder of the class rules and consequences will be all that is necessary to stop student misbehavior. Upon an act of misbehavior, a teacher may describe the action to the student and suggest an acceptable alternative action. The student usually only has to be reminded of what she is supposed to be doing. For example, "Instead of talking with your friends around the chalk box, I would like you to work on your ankle conditioning for the next five minutes. You can talk to your friends later."
If a teacher ignores an attention seeking student, the misbehavior usually escalates to a level which eventually cannot be ignored. Therefore, it is best if the teacher can redirect the student’s behavior, and attempt to give the student attention when she is not demanding it. This method encourages students to seek motivation from within, instead of depending on attention from the coach.
It is important that the coach not engage in power struggles with students. It is best to redirect a power-seeking student's behavior by offering some position of responsibility or decision making. Address the behavior, not the character of the student. The teacher has the power to build or destroy student self concept and personal relationships. Good communication addresses the situation directly, letting the student decide whether their behavior is consistent with what they expect of themselves. To be effective, consequences must be applied consistently. They should never be harmful physically or psychologically to the student. When they are invoked, the student should understand that he has chosen them by misbehaving. Sometimes students are unwilling to listen to the teacher. At this point, a teacher can help prevent misbehavior from escalating by talking (and listening) with the student privately, and rationally discuss the problem behavior. The privacy enhances the possibility for a constructive discussion. Confrontation with an unwilling student could make the teacher appear weak in front of the class. Know when to ask for help. Make parents your allies. Call early and often, using the word “concerned.” When communicating a concern, be specific and descriptive.

When all else fails, respectfully remove the student from the class.Continued disruptions will not be tolerated in class. They are detrimental to the overall objective that all students will become active and effective learners. Therefore, such students will be respectfully removed from class, and dealt with unconventionally. If a student does not accept the consequence for breaking a class rule, then he or she will not be allowed to remain in the class until the consequence is accepted. This rule should be made clear to the students from the first day, and should be strictly enforced (with the gym owner’s approval, of course).

There are a lot of resources available to help teachers manage their classes and it is not an easy task to keep a dozen active children focused and on task. Keep your perspective and sense of humor and remember that you are there for the kids. I always remind coaches of a favorite quote of mine from Plato, “Suffer not to teach a child, for knowledge acquired under compulsion hath no bearing upon the mind. Rather, find the natural bent so that the child may learn.” Don’t beat yourself up trying to keep the students in line and obeying your rules as you try to “teach;” it is more important that they are actively engaged in learning Gymnastics.
posted by Michael at 9:37 PM

 
Gym.Net - The Gymnastics Professional's Network
Organizational Leadership in Gymnastics

Management studies have shown that supervisors spend more than 85% of their time on people issues and less that 15% of their day on the technical aspects of their jobs. Wouldn’t we all like to have an organization filled with effective staff that worked together toward higher performance? An organization where people not only saw a job to be done and did it but continually searched out for ways to improve operations? We are all looking for an organization filled with leaders. The Harvard School of Business has identified 5 stages of leadership; those who have no leadership skills and only follow leaders, those who lead themselves, leaders of small groups, leaders of large groups, and those who develop leadership skills in others. It may be tempting to try and surround yourself with the first group of people who only follow your lead. Is that what you are really looking for? An organization where every direction has to come through you and no decisions made or action is taken without your approval? Personally, I do not like to have to deal with every refund request, every scheduling decision and every operational situation. I would much rather have my employees take responsibility, make decisions and leave me to work on the vision and action plans for our program. So how do you create leaders that can make good decisions and act with responsibility?

True leaders have learned not to confuse activity with productivity. Good leaders not only have developed the organizational and technical skills to be successful at what they do but also the skills to deal with many personalities to get the most out of the people around them. Great leaders realize they can't do everything themselves; that they can do more with the help of others. Most importantly, they not only lead, they develop leadership in others.

Animals behave in set patterns, which is why we are able to track and hunt them. Only man has the capacity to consciously alter his behavior to overcome routine and habit. Most people do not exercise this power. Many people prefer the comforts of routine, giving in to our nature that makes us repeat the same compulsive actions over and over again. It requires very little thought or effort and it is easier to maintain the status quo and not be bothered. Not everyone is a born leader but anyone can become a leader. It is not easy for everyone to step outside their regular patterns of behavior and take charge. There are four reasons for people to change; out of fear, out of pain, out of love or out of intent to improve their position. Understanding that, you could threaten your employees to become leaders or you can encourage them to develop skills by rewarding them. The best organizations are filled with leaders who share a vision – and love what they do. The challenge is to surround yourself with people who love what they do enough to want to raise up to a leadership role. The organization's leader then must enable and encourage decision-making, problem solving and autonomy.

To create an organization full of leaders, you must begin by being a strong leader yourself. Avoid being distracted by the minutia of life. Becoming buried in the detail is a sure-fire way of missing the point. There's a need to focus on the more important strategic issues, let the front-line worker gain the necessary knowledge and competence to develop the skills to fulfill a more rounded role, and deal with the detail. A strong leader will create a shared vision. Have a mission and let everyone around you know what that mission is. Know what you want to accomplish and develop a plan to reach those goals. Make sure the objectives are reasonably obtainable. Develop an action plan that is specific with standards that support the goals and expectations. Once you can articulate your vision, you can find people who have a similar mission and can help you reach your goals. Gym owners typically do know how their business works best, the mechanics of the way things get done, what will work and why some things fail. Spread the knowledge! It will ensure that decision-making is informed and well thought out. The best leaders understand that they don't have all the answers; they know how to ask the right questions;
• Why do you think that's a good idea?
• What would happen if we did that?
• Who would be responsible for that?

Remember, in return, people have a right to ask leaders:
• What do you believe?
• What can I expect of YOU?
• Can I achieve MY goals by following you?
• Have you bothered to prepare yourself to lead?
• Are you ready to be ruthlessly honest?
• Can I totally trust you?
• Do you have the trust in me to let me do my job?

If you can honestly respond to these questions, you can begin to develop leadership in the people that are following you. A leader who is in tune with what is truly meaningful for him or her is able to create a more compelling vision. Effective leaders are self-aware, at least on an intuitive level. The more a leader understands himself or herself, the more he or she can tolerate negative feedback; and the more he or she becomes comfortable with not having all the answers, the greater the chance of creating an environment where subordinates are comfortable being forthright regarding their perspectives and feedback. You will be able to ask them the same questions. Hold them accountable for their personal mission. Ask yourself if you wouldn't rather have an organization of leaders that leave you free to lead your organization.


posted by Michael at 9:55 PM

 
Organizational Leadership in Gymnastics

Management studies have shown that supervisors spend more than 85% of their time on people issues and less that 15% of their day on the technical aspects of their jobs. Wouldn’t we all like to have an organization filled with effective staff that worked together toward higher performance? An organization where people not only saw a job to be done and did it but continually searched out for ways to improve operations? We are all looking for an organization filled with leaders. The Harvard School of Business has identified 5 stages of leadership; those who have no leadership skills and only follow leaders, those who lead themselves, leaders of small groups, leaders of large groups, and those who develop leadership skills in others. It may be tempting to try and surround yourself with the first group of people who only follow your lead. Is that what you are really looking for? An organization where every direction has to come through you and no decisions made or action is taken without your approval? Personally, I do not like to have to deal with every refund request, every scheduling decision and every operational situation. I would much rather have my employees take responsibility, make decisions and leave me to work on the vision and action plans for our program. So how do you create leaders that can make good decisions and act with responsibility?

True leaders have learned not to confuse activity with productivity. Good leaders not only have developed the organizational and technical skills to be successful at what they do but also the skills to deal with many personalities to get the most out of the people around them. Great leaders realize they can't do everything themselves; that they can do more with the help of others. Most importantly, they not only lead, they develop leadership in others.

Animals behave in set patterns, which is why we are able to track and hunt them. Only man has the capacity to consciously alter his behavior to overcome routine and habit. Most people do not exercise this power. Many people prefer the comforts of routine, giving in to our nature that makes us repeat the same compulsive actions over and over again. It requires very little thought or effort and it is easier to maintain the status quo and not be bothered. Not everyone is a born leader but anyone can become a leader. It is not easy for everyone to step outside their regular patterns of behavior and take charge. There are four reasons for people to change; out of fear, out of pain, out of love or out of intent to improve their position. Understanding that, you could threaten your employees to become leaders or you can encourage them to develop skills by rewarding them. The best organizations are filled with leaders who share a vision – and love what they do. The challenge is to surround yourself with people who love what they do enough to want to raise up to a leadership role. The organization's leader then must enable and encourage decision-making, problem solving and autonomy.

To create an organization full of leaders, you must begin by being a strong leader yourself. Avoid being distracted by the minutia of life. Becoming buried in the detail is a sure-fire way of missing the point. There's a need to focus on the more important strategic issues, let the front-line worker gain the necessary knowledge and competence to develop the skills to fulfill a more rounded role, and deal with the detail. A strong leader will create a shared vision. Have a mission and let everyone around you know what that mission is. Know what you want to accomplish and develop a plan to reach those goals. Make sure the objectives are reasonably obtainable. Develop an action plan that is specific with standards that support the goals and expectations. Once you can articulate your vision, you can find people who have a similar mission and can help you reach your goals. Gym owners typically do know how their business works best, the mechanics of the way things get done, what will work and why some things fail. Spread the knowledge! It will ensure that decision-making is informed and well thought out. The best leaders understand that they don't have all the answers; they know how to ask the right questions;
• Why do you think that's a good idea?
• What would happen if we did that?
• Who would be responsible for that?

Remember, in return, people have a right to ask leaders:
• What do you believe?
• What can I expect of YOU?
• Can I achieve MY goals by following you?
• Have you bothered to prepare yourself to lead?
• Are you ready to be ruthlessly honest?
• Can I totally trust you?
• Do you have the trust in me to let me do my job?

If you can honestly respond to these questions, you can begin to develop leadership in the people that are following you. A leader who is in tune with what is truly meaningful for him or her is able to create a more compelling vision. Effective leaders are self-aware, at least on an intuitive level. The more a leader understands himself or herself, the more he or she can tolerate negative feedback; and the more he or she becomes comfortable with not having all the answers, the greater the chance of creating an environment where subordinates are comfortable being forthright regarding their perspectives and feedback. You will be able to ask them the same questions. Hold them accountable for their personal mission. Ask yourself if you wouldn't rather have an organization of leaders that leave you free to lead your organization.


posted by Michael at 9:53 PM

 
Gym.Net - The Gymnastics Professional's Safety, Risk Management & Education Network
Organizational Leadership in Gymnastics

Management studies have shown that supervisors spend more than 85% of their time on people issues and less that 15% of their day on the technical aspects of their jobs. Wouldn’t we all like to have an organization filled with effective staff that worked together toward higher performance? An organization where people not only saw a job to be done and did it but continually searched out for ways to improve operations? We are all looking for an organization filled with leaders. The Harvard School of Business has identified 5 stages of leadership; those who have no leadership skills and only follow leaders, those who lead themselves, leaders of small groups, leaders of large groups, and those who develop leadership skills in others. It may be tempting to try and surround yourself with the first group of people who only follow your lead. Is that what you are really looking for? An organization where every direction has to come through you and no decisions made or action is taken without your approval? Personally, I do not like to have to deal with every refund request, every scheduling decision and every operational situation. I would much rather have my employees take responsibility, make decisions and leave me to work on the vision and action plans for our program. So how do you create leaders that can make good decisions and act with responsibility?

True leaders have learned not to confuse activity with productivity. Good leaders not only have developed the organizational and technical skills to be successful at what they do but also the skills to deal with many personalities to get the most out of the people around them. Great leaders realize they can't do everything themselves; that they can do more with the help of others. Most importantly, they not only lead, they develop leadership in others.

Animals behave in set patterns, which is why we are able to track and hunt them. Only man has the capacity to consciously alter his behavior to overcome routine and habit. Most people do not exercise this power. Many people prefer the comforts of routine, giving in to our nature that makes us repeat the same compulsive actions over and over again. It requires very little thought or effort and it is easier to maintain the status quo and not be bothered. Not everyone is a born leader but anyone can become a leader. It is not easy for everyone to step outside their regular patterns of behavior and take charge. There are four reasons for people to change; out of fear, out of pain, out of love or out of intent to improve their position. Understanding that, you could threaten your employees to become leaders or you can encourage them to develop skills by rewarding them. The best organizations are filled with leaders who share a vision – and love what they do. The challenge is to surround yourself with people who love what they do enough to want to raise up to a leadership role. The organization's leader then must enable and encourage decision-making, problem solving and autonomy.

To create an organization full of leaders, you must begin by being a strong leader yourself. Avoid being distracted by the minutia of life. Becoming buried in the detail is a sure-fire way of missing the point. There's a need to focus on the more important strategic issues, let the front-line worker gain the necessary knowledge and competence to develop the skills to fulfill a more rounded role, and deal with the detail. A strong leader will create a shared vision. Have a mission and let everyone around you know what that mission is. Know what you want to accomplish and develop a plan to reach those goals. Make sure the objectives are reasonably obtainable. Develop an action plan that is specific with standards that support the goals and expectations. Once you can articulate your vision, you can find people who have a similar mission and can help you reach your goals. Gym owners typically do know how their business works best, the mechanics of the way things get done, what will work and why some things fail. Spread the knowledge! It will ensure that decision-making is informed and well thought out. The best leaders understand that they don't have all the answers; they know how to ask the right questions;
• Why do you think that's a good idea?
• What would happen if we did that?
• Who would be responsible for that?

Remember, in return, people have a right to ask leaders:
• What do you believe?
• What can I expect of YOU?
• Can I achieve MY goals by following you?
• Have you bothered to prepare yourself to lead?
• Are you ready to be ruthlessly honest?
• Can I totally trust you?
• Do you have the trust in me to let me do my job?

If you can honestly respond to these questions, you can begin to develop leadership in the people that are following you. A leader who is in tune with what is truly meaningful for him or her is able to create a more compelling vision. Effective leaders are self-aware, at least on an intuitive level. The more a leader understands himself or herself, the more he or she can tolerate negative feedback; and the more he or she becomes comfortable with not having all the answers, the greater the chance of creating an environment where subordinates are comfortable being forthright regarding their perspectives and feedback. You will be able to ask them the same questions. Hold them accountable for their personal mission. Ask yourself if you wouldn't rather have an organization of leaders that leave you free to lead your organization.


posted by Michael at 9:49 PM

 
Gym.Net - The Gymnastics Professional's Network
Organizational Leadership in Gymnastics

Management studies have shown that supervisors spend more than 85% of their time on people issues and less that 15% of their day on the technical aspects of their jobs. Wouldn’t we all like to have an organization filled with effective staff that worked together toward higher performance? An organization where people not only saw a job to be done and did it but continually searched out for ways to improve operations? We are all looking for an organization filled with leaders. The Harvard School of Business has identified 5 stages of leadership; those who have no leadership skills and only follow leaders, those who lead themselves, leaders of small groups, leaders of large groups, and those who develop leadership skills in others. It may be tempting to try and surround yourself with the first group of people who only follow your lead. Is that what you are really looking for? An organization where every direction has to come through you and no decisions made or action is taken without your approval? Personally, I do not like to have to deal with every refund request, every scheduling decision and every operational situation. I would much rather have my employees take responsibility, make decisions and leave me to work on the vision and action plans for our program. So how do you create leaders that can make good decisions and act with responsibility?

True leaders have learned not to confuse activity with productivity. Good leaders not only have developed the organizational and technical skills to be successful at what they do but also the skills to deal with many personalities to get the most out of the people around them. Great leaders realize they can't do everything themselves; that they can do more with the help of others. Most importantly, they not only lead, they develop leadership in others.

Animals behave in set patterns, which is why we are able to track and hunt them. Only man has the capacity to consciously alter his behavior to overcome routine and habit. Most people do not exercise this power. Many people prefer the comforts of routine, giving in to our nature that makes us repeat the same compulsive actions over and over again. It requires very little thought or effort and it is easier to maintain the status quo and not be bothered. Not everyone is a born leader but anyone can become a leader. It is not easy for everyone to step outside their regular patterns of behavior and take charge. There are four reasons for people to change; out of fear, out of pain, out of love or out of intent to improve their position. Understanding that, you could threaten your employees to become leaders or you can encourage them to develop skills by rewarding them. The best organizations are filled with leaders who share a vision – and love what they do. The challenge is to surround yourself with people who love what they do enough to want to raise up to a leadership role. The organization's leader then must enable and encourage decision-making, problem solving and autonomy.

To create an organization full of leaders, you must begin by being a strong leader yourself. Avoid being distracted by the minutia of life. Becoming buried in the detail is a sure-fire way of missing the point. There's a need to focus on the more important strategic issues, let the front-line worker gain the necessary knowledge and competence to develop the skills to fulfill a more rounded role, and deal with the detail. A strong leader will create a shared vision. Have a mission and let everyone around you know what that mission is. Know what you want to accomplish and develop a plan to reach those goals. Make sure the objectives are reasonably obtainable. Develop an action plan that is specific with standards that support the goals and expectations. Once you can articulate your vision, you can find people who have a similar mission and can help you reach your goals. Gym owners typically do know how their business works best, the mechanics of the way things get done, what will work and why some things fail. Spread the knowledge! It will ensure that decision-making is informed and well thought out. The best leaders understand that they don't have all the answers; they know how to ask the right questions;
• Why do you think that's a good idea?
• What would happen if we did that?
• Who would be responsible for that?

Remember, in return, people have a right to ask leaders:
• What do you believe?
• What can I expect of YOU?
• Can I achieve MY goals by following you?
• Have you bothered to prepare yourself to lead?
• Are you ready to be ruthlessly honest?
• Can I totally trust you?
• Do you have the trust in me to let me do my job?

If you can honestly respond to these questions, you can begin to develop leadership in the people that are following you. A leader who is in tune with what is truly meaningful for him or her is able to create a more compelling vision. Effective leaders are self-aware, at least on an intuitive level. The more a leader understands himself or herself, the more he or she can tolerate negative feedback; and the more he or she becomes comfortable with not having all the answers, the greater the chance of creating an environment where subordinates are comfortable being forthright regarding their perspectives and feedback. You will be able to ask them the same questions. Hold them accountable for their personal mission. Ask yourself if you wouldn't rather have an organization of leaders that leave you free to lead your organization.


posted by Michael at 9:44 PM

 
Gym.Net - The Gymnastics Professional's Network

Gym.Net Safety and Risk Management Audits
Risk management has always been a key issue for the Gymnastics industry to address. However, with recent events surrounding matters related to the insurance industry, risk management is now possibly the most important issue facing our industry. Demonstrating good risk management practices has been proven to reduce the number and severity of Gymnastics related injuries and may assist in reducing the number of negligence claims made against the sport.
All of us deal constantly with a variety of potential risks on a daily basis. Just by getting into the car to drive somewhere we face the possibility of injury to ourselves or others, and financial loss if we break the law speeding to our destination or if we damage our car. Somehow, among these and other risks, we manage to continue with our lives. Risk is not something we even want to eliminate, risk makes life exciting. Risk is not something we can avoid completely, but it is something we can manage. Hazards on the other hand must be eliminated in order to reduce the possibility of catastrophic injury.
Participants involved in Gymnastics activities cannot be expected to accept injuries as part of their chosen pastime, and individuals and organizations providing these opportunities must take action to prevent things going wrong.
There is an enormous amount of information available on safety, risk management, legal and insurance issues, and the task of developing a risk management plan can seem daunting. Many individuals and organizations choose to ignore reality and hope it is an issue they will never have to deal with. Unfortunately ignorance is not an excuse and this position could prove costly in the long term. Something as simple as failing to warn the participant of a risk of injury, even though the risk might be small, could be a breach of your legal duty and place your organization at risk of a negligence claim.
It is clear that all Gymnastics organizations are subject to potential liabilities simply as a result of what they do. A Gym.Net Gymnastics Safety and Risk Management Audit aims to give you the basic information to help you understand what you need to do to manage risk and why. By being aware of what those liabilities are and adopting the risk management practices and obtaining appropriate insurance, organizations can go a long way towards reducing the likelihood of those liabilities occurring.
The audit has been designed to demystify the process of risk management and was developed on the premise that within Gymnastics organizations there is limited expertise in the area of risk management. This resource will not provide you with a solution to every possible situation, but it will, in simple terms, explain risk management and assist your organization to develop a process to identify, assess and manage risk.
The audit report is meant to be a detailed "how to" manual, but also provides an introductory guide with references to other resources which you can access depending upon your needs. There is no single solution that works for all organizations. Every Gymnastics organization will need to develop a customized solution that meets its particular needs and circumstances. This audit should help direct you on your way, to assist in determining the process you need to follow to identify, assess and manage risk.
A risk is any exposure to potential loss or damage that can impact on your organization. Risk management is just systematically identifying threats (risks) to your organization and developing ways to minimize those occurring. You are already practicing risk management to some degree, but it is important that you formalize what you do.
Risk management involves developing a system of policies, systems and procedures. You cannot eliminate all risks, but you can manage them appropriately. Risk management needs to become a part of the culture of your organization, rather than being seen as something separate. Even if the process used is informal, it should be documented and based on a known system.
Risks can generally be grouped under four headings:
1. Physical - injury or damage to persons or property
2. Legal - breaching legal obligations
3. Moral / Ethical - harm to your organization’s reputation
4. Financial - loss of assets of the organization
Some examples of risks include:
o Insufficient qualification of staff
o Equipment failure
o Attracting too many participants for an event
o Discrimination or harassment
o Injury to a staff member, spectator or participant
o Negative publicity
o Damage to the environment
o Loss of property
How do you manage risk?
There are three main stages in risk management namely: identification, assessment and treatment. The Gym.Net Gymnastics Safety and Risk Management Audit will assist you to work through these stages by following a simple ten step process to developing a risk management plan.
In summary, the ten steps to develop a risk management plan are:
1. Make a commitment as an organization to risk management.
2. Identify all hazards and possible risks.
3. Assess the level of each risk.
4. Decide to accept or manage each risk.
5. Determine management options for all unacceptable risks.
6. Formalize your risk management action plan.
7. Implement your management options.
8. Communicate information to everyone affected.
9. Review your risk management action plan on a regular basis.
10. Identify any new risks and update your plan.
Getting started on your audit
To assist organizations in identifying risks rather than wait for a disaster, progressive organizations are now shifting to a culture of continuous improvement and using safety audits as a tool to guide their direction in risk management.
A Gym.Net Gymnastics Safety and Risk Management Audit is a systematic and critical examination of the key risks and safety areas in an organization. We utilize on-site inspections and interviews as a diagnostic tool which will disclose an organization’s strengths, weaknesses and main areas of vulnerability to risk.
Audits are useful tools as a starting point to identify risks. However they are not definitive and each organization will have issues that are specific to them that must be considered. An example of the sorts questions you might find in an Audit include:
o Does your Board or staff meet regularly with all decisions and actions documented?
o Is the annual report or meeting minutes circulated to all members?
o Are all financial transactions accurately recorded?
o Does the organization have the following insurance coverage - public liability, professional indemnity and director's and officer's liability?
o Are your rules, by-laws and practices non-discriminatory?
o Do you have a clear plan for the future that describes what you want to do and how you are going to do it?
o Have you considered the health and safety of everyone in the organization and do you meet OHSA regulations?
o Do all coaches/instructors/leaders have appropriate, current accreditation?
o Does staff receive regular ongoing training to keep up to date on Gymnastics standards?
o Do you conduct risk assessments on all programs, activities and events?
o Is there a clear procedure for reporting accidents/injuries?
How did you do? Could you answer YES for each of these? If not there may some issues here you need to address. But there may also be others. To arrange for your Gym.Net Safety and Risk Management Audit and access more comprehensive tools on how to assess these risks and implement a plan to treat them, contact us at coacht@gym.net or call 650.325.3155.
Fees and Rates
Solution analysis projects (business evaluation) and risk management projects (Safety and Risk Management Audits) are bid and billed based on the project’s scope. Prices range typically between $600 and $8,000 depending upon the project.
Gym.Net charges $150 per hour for all research, report or deposition reading and travel time.
Gym.Net charges $175 per hour for deposition or expert witness report writing and trial testimony.
Gym.Net can be retained at a daily rate. This rate is $800 per day for non-profit organizations and $1,000 for all other clients (excluding trial work or depositions) plus expenses. If an executive report takes longer than the eight (8) hour day to complete, each additional hour will be billed at $75.00 per hour.
Clients wishing to retain Gym.Net on a full-time basis can purchase a one-year plan. For a yearly fee of $2,000 a client receives 20 hours a year of potential service for research, surveying, writing, or investigation. Any hours over 20 hours are billed at $125 per hour (excluding trial work or depositions). Any unused hours are extinguished at the end of the 12 month period from the contract execution date if not utilized. However, if a client renews their one year contract the hours are carried over to the next year.
The following represent a brief sampling of the types of services Gym.Net has provided over the years.
o Assisted a national youth sport association in developing a comprehensive nationwide coach’s education program.
o Provided expert testimony in a number of Gymnastics injury lawsuits – some on behalf of the plaintiff and others representing the defense.
o Assisted a national youth sport association in conducting a comprehensive nationwide sport parent education program.
o Completed a comprehensive playground inspection audit for a major University child care operation, which determined that their existing playground presented a significant liability risk.
o Assisted several youth sport organizations in developing appropriate responses to deal with ADA concerns, employee misconduct, and coaching education.
o Conducted a large scale analysis on the entire Gymnastics operation for a major California city that resulted in that City re-emphasizing their recreational Gymnastics program and increasing enrollment substantially.
o Developed comprehensive employee manuals, incident reporting procedures, and risk management guidelines for several major park and recreation departments.
o Undertake comprehensive school audits examining life safety, fire code, and general risk management concerns.

Qualifications / Curriculum Vitae (modified)
Michael Taylor has gymnastics experience since 1968 as a competitor, coach, judge, club owner, director, recreational athlete and administrator, I am currently a Senior Recreation Supervisor for the Community Services Department of the City of Menlo Park in Menlo Park, CA. My immediate duties include supervising the 1700 student Gymnastics program. I have been a National Safety Instructor for USA Gymnastics (USAG), the official Olympic and National governing body for the sport of Gymnastics, since 1992. I also serve USAG as a member of the National Safety / Risk Management Review Board and the National PreSchool Advisory Committee. I am a Professional Development Certification Programs Instructor, a Kinder Accreditation Teacher and Movement Education Development Course Instructor. I have presented seminars at the USAG National Congress on topics that included “Safety in the Gym for Class Instructors,” “Setting up your PreSchool Gym Safely,” and “Partner Parents” among others. I am an active member of the United States Elite Coaches Association (USECA) and publish featured monthly articles in the USECA Newsletter. I am a regular clinician / presenter at the USAG Region 1 Congress and have presented workshops and seminars at the California Parks and Recreation Society Bay Area Institute. I have published articles in USAG Technique Magazine and in USA Gymnast Magazine on “The Benefits of Gymnastics,” “The Code of Points for Marketing,” and “Positive Coaching” among others. I am a featured columnist on the USA Gymnastics Online website (www.usa-gymnastics.org). I am CPR / First Aid / Sport Safety Certifier for the American Red Cross, a National Association for Sport & Physical Education member and an American Alliance for Health, Physical Education, and Dance member. I have been a Coaching Principles Course Instructor for the American Sport Education Program since 1981 and am an Instructor for the Stanford University based Positive Coaching Alliance. I am a Certified Pool Operator and a licensed National Playground Safety Inspector.

posted by Michael at 1:50 PM

 
Gym.Net Safety and Risk Management Audits
Risk management has always been a key issue for the Gymnastics industry to address. However, with recent events surrounding matters related to the insurance industry, risk management is now possibly the most important issue facing our industry. Demonstrating good risk management practices has been proven to reduce the number and severity of Gymnastics related injuries and may assist in reducing the number of negligence claims made against the sport.
All of us deal constantly with a variety of potential risks on a daily basis. Just by getting into the car to drive somewhere we face the possibility of injury to ourselves or others, and financial loss if we break the law speeding to our destination or if we damage our car. Somehow, among these and other risks, we manage to continue with our lives. Risk is not something we even want to eliminate, risk makes life exciting. Risk is not something we can avoid completely, but it is something we can manage. Hazards on the other hand must be eliminated in order to reduce the possibility of catastrophic injury.
Participants involved in Gymnastics activities cannot be expected to accept injuries as part of their chosen pastime, and individuals and organizations providing these opportunities must take action to prevent things going wrong.
There is an enormous amount of information available on safety, risk management, legal and insurance issues, and the task of developing a risk management plan can seem daunting. Many individuals and organizations choose to ignore reality and hope it is an issue they will never have to deal with. Unfortunately ignorance is not an excuse and this position could prove costly in the long term. Something as simple as failing to warn the participant of a risk of injury, even though the risk might be small, could be a breach of your legal duty and place your organization at risk of a negligence claim.
It is clear that all Gymnastics organizations are subject to potential liabilities simply as a result of what they do. A Gym.Net Gymnastics Safety and Risk Management Audit aims to give you the basic information to help you understand what you need to do to manage risk and why. By being aware of what those liabilities are and adopting the risk management practices and obtaining appropriate insurance, organizations can go a long way towards reducing the likelihood of those liabilities occurring.
The audit has been designed to demystify the process of risk management and was developed on the premise that within Gymnastics organizations there is limited expertise in the area of risk management. This resource will not provide you with a solution to every possible situation, but it will, in simple terms, explain risk management and assist your organization to develop a process to identify, assess and manage risk.
The audit report is meant to be a detailed "how to" manual, but also provides an introductory guide with references to other resources which you can access depending upon your needs. There is no single solution that works for all organizations. Every Gymnastics organization will need to develop a customized solution that meets its particular needs and circumstances. This audit should help direct you on your way, to assist in determining the process you need to follow to identify, assess and manage risk.
A risk is any exposure to potential loss or damage that can impact on your organization. Risk management is just systematically identifying threats (risks) to your organization and developing ways to minimize those occurring. You are already practicing risk management to some degree, but it is important that you formalize what you do.
Risk management involves developing a system of policies, systems and procedures. You cannot eliminate all risks, but you can manage them appropriately. Risk management needs to become a part of the culture of your organization, rather than being seen as something separate. Even if the process used is informal, it should be documented and based on a known system.
Risks can generally be grouped under four headings:
1. Physical - injury or damage to persons or property
2. Legal - breaching legal obligations
3. Moral / Ethical - harm to your organization’s reputation
4. Financial - loss of assets of the organization
Some examples of risks include:
o Insufficient qualification of staff
o Equipment failure
o Attracting too many participants for an event
o Discrimination or harassment
o Injury to a staff member, spectator or participant
o Negative publicity
o Damage to the environment
o Loss of property
How do you manage risk?
There are three main stages in risk management namely: identification, assessment and treatment. The Gym.Net Gymnastics Safety and Risk Management Audit will assist you to work through these stages by following a simple ten step process to developing a risk management plan.
In summary, the ten steps to develop a risk management plan are:
1. Make a commitment as an organization to risk management.
2. Identify all hazards and possible risks.
3. Assess the level of each risk.
4. Decide to accept or manage each risk.
5. Determine management options for all unacceptable risks.
6. Formalize your risk management action plan.
7. Implement your management options.
8. Communicate information to everyone affected.
9. Review your risk management action plan on a regular basis.
10. Identify any new risks and update your plan.
Getting started on your audit
To assist organizations in identifying risks rather than wait for a disaster, progressive organizations are now shifting to a culture of continuous improvement and using safety audits as a tool to guide their direction in risk management.
A Gym.Net Gymnastics Safety and Risk Management Audit is a systematic and critical examination of the key risks and safety areas in an organization. We utilize on-site inspections and interviews as a diagnostic tool which will disclose an organization’s strengths, weaknesses and main areas of vulnerability to risk.
Audits are useful tools as a starting point to identify risks. However they are not definitive and each organization will have issues that are specific to them that must be considered. An example of the sorts questions you might find in an Audit include:
o Does your Board or staff meet regularly with all decisions and actions documented?
o Is the annual report or meeting minutes circulated to all members?
o Are all financial transactions accurately recorded?
o Does the organization have the following insurance coverage - public liability, professional indemnity and director's and officer's liability?
o Are your rules, by-laws and practices non-discriminatory?
o Do you have a clear plan for the future that describes what you want to do and how you are going to do it?
o Have you considered the health and safety of everyone in the organization and do you meet OHSA regulations?
o Do all coaches/instructors/leaders have appropriate, current accreditation?
o Does staff receive regular ongoing training to keep up to date on Gymnastics standards?
o Do you conduct risk assessments on all programs, activities and events?
o Is there a clear procedure for reporting accidents/injuries?
How did you do? Could you answer YES for each of these? If not there may some issues here you need to address. But there may also be others. To arrange for your Gym.Net Safety and Risk Management Audit and access more comprehensive tools on how to assess these risks and implement a plan to treat them, contact us at coacht@gym.net or call 650.325.3155.
Fees and Rates
Solution analysis projects (business evaluation) and risk management projects (Safety and Risk Management Audits) are bid and billed based on the project’s scope. Prices range typically between $600 and $8,000 depending upon the project.
Gym.Net charges $150 per hour for all research, report or deposition reading and travel time.
Gym.Net charges $175 per hour for deposition or expert witness report writing and trial testimony.
Gym.Net can be retained at a daily rate. This rate is $800 per day for non-profit organizations and $1,000 for all other clients (excluding trial work or depositions) plus expenses. If an executive report takes longer than the eight (8) hour day to complete, each additional hour will be billed at $75.00 per hour.
Clients wishing to retain Gym.Net on a full-time basis can purchase a one-year plan. For a yearly fee of $2,000 a client receives 20 hours a year of potential service for research, surveying, writing, or investigation. Any hours over 20 hours are billed at $125 per hour (excluding trial work or depositions). Any unused hours are extinguished at the end of the 12 month period from the contract execution date if not utilized. However, if a client renews their one year contract the hours are carried over to the next year.
The following represent a brief sampling of the types of services Gym.Net has provided over the years.
o Assisted a national youth sport association in developing a comprehensive nationwide coach’s education program.
o Provided expert testimony in a number of Gymnastics injury lawsuits – some on behalf of the plaintiff and others representing the defense.
o Assisted a national youth sport association in conducting a comprehensive nationwide sport parent education program.
o Completed a comprehensive playground inspection audit for a major University child care operation, which determined that their existing playground presented a significant liability risk.
o Assisted several youth sport organizations in developing appropriate responses to deal with ADA concerns, employee misconduct, and coaching education.
o Conducted a large scale analysis on the entire Gymnastics operation for a major California city that resulted in that City re-emphasizing their recreational Gymnastics program and increasing enrollment substantially.
o Developed comprehensive employee manuals, incident reporting procedures, and risk management guidelines for several major park and recreation departments.
o Undertake comprehensive school audits examining life safety, fire code, and general risk management concerns.

Qualifications / Curriculum Vitae (modified)
Michael Taylor has gymnastics experience since 1968 as a competitor, coach, judge, club owner, director, recreational athlete and administrator, I am currently a Senior Recreation Supervisor for the Community Services Department of the City of Menlo Park in Menlo Park, CA. My immediate duties include supervising the 1700 student Gymnastics program. I have been a National Safety Instructor for USA Gymnastics (USAG), the official Olympic and National governing body for the sport of Gymnastics, since 1992. I also serve USAG as a member of the National Safety / Risk Management Review Board and the National PreSchool Advisory Committee. I am a Professional Development Certification Programs Instructor, a Kinder Accreditation Teacher and Movement Education Development Course Instructor. I have presented seminars at the USAG National Congress on topics that included “Safety in the Gym for Class Instructors,” “Setting up your PreSchool Gym Safely,” and “Partner Parents” among others. I am an active member of the United States Elite Coaches Association (USECA) and publish featured monthly articles in the USECA Newsletter. I am a regular clinician / presenter at the USAG Region 1 Congress and have presented workshops and seminars at the California Parks and Recreation Society Bay Area Institute. I have published articles in USAG Technique Magazine and in USA Gymnast Magazine on “The Benefits of Gymnastics,” “The Code of Points for Marketing,” and “Positive Coaching” among others. I am a featured columnist on the USA Gymnastics Online website (www.usa-gymnastics.org). I am CPR / First Aid / Sport Safety Certifier for the American Red Cross, a National Association for Sport & Physical Education member and an American Alliance for Health, Physical Education, and Dance member. I have been a Coaching Principles Course Instructor for the American Sport Education Program since 1981 and am an Instructor for the Stanford University based Positive Coaching Alliance. I am a Certified Pool Operator and a licensed National Playground Safety Inspector.

posted by Michael at 9:28 PM