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Ranges & Metaphors in Coaching Trampoline Gymnastics
This document summarizes a presentation on using ranges and metaphors to develop trampoline gymnasts. The presentation introduces the concepts of ranges and metaphors as coaching tools. It provides dictionary definitions of ranges and metaphors. An exercise is described where the coach evaluates each move in a gymnast's routine on a 1-10 scale based on factors like height and rhythm. The presentation concludes by discussing how metaphors can powerfully improve gymnasts' time of flight, consistency, and confidence when used in coaching.
Ranges & Metaphors in Coaching Trampoline Gymnastics
- 1. Excel Trampoline Gymnastics CoachEducation Day Saturday December 3rd 2011 Supported by: British Gymnastics Northampton Trampoline Center
- 2. Welcome to thissession Introducing Ranges and Metaphors “ideas worth sharing” By Johnny Tenn
- 3. Introduction This presentation isdesigned to offer you another way to develop your trampoline gymnasts to the next level. Building on the National technical priorities - by Jack Kelly. In particular, and I quote Jack as saying “height is King”. Also inspired by Tim Galwey the author of a series of best selling books called the „Inner Game‟. I have used this methodology since the early 80‟s and it makes a profound difference.
- 4. Purpose That you leavethis session with another set of coaching tools that will support you in your journey as a Trampoline Gymnastics Coach. That you start to grapple with the vast arena of techniques that will empower you, to elevate your performers‟ ability to be the best that they can be. To inspire your curiosity.
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- 6. Ranges – dictionarydefinition The limits within which a person or thing can function effectively: the range of vision. The limits within which any fluctuation takes place. The set of values that the function takes for all possible arguments. The set of values that the variable bound by the quantifier can take. The extent of pitch difference between the highest and lowest notes of a voice, instrument. A rank, row, or series of items.
- 7. Set routines Think ofone of your performer‟s Set routines. Write the routine down, across the page.
- 8. Routine overview 1 2 3 4 5 6 7 8 9 10
- 9. Exercise For each move,1-10 Write down your assessment of the set routine, i.e. a range of 1-10, indicating: how close to the bottom does the trampoline gymnast land for each move? Or how close to the top does the trampoline gymnast reach, for each move? Or in relation to what you see, how close does your trampoline gymnast get to the ideal rhythm?
- 10. At the Welsh Acase study
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- 12. Metaphor – adefinition A figure of speech in which a word or phrase is applied to an object or action that it does not literally denote in order to imply a resemblance. For example: Imagine going up a chimney when you take off for the half out tuck. Land heavy like you have lead boots on when you make first contact in the double back.
- 13. The Logic ofMetaphors You probably have all heard the phrase: ‘A picture paints a thousand words’ It is the same when using metaphors whilst coaching trampoline gymnastics.
- 14. The „triangle orpyramid‟ metaphor
- 15. Metaphors How can youuse metaphors powerfully - to massively elevate the effectiveness of coaching your trampoline Gymnasts? Improving the time of flight Improving consistency Improving confidence
- 16. Thank you foryour time
Editor's Notes
- #2 This Power Point is the tip of the Iceberg, and the first presentation in a series of related topics that massively expand on the theme and principles presented today.If these principles and good practices are adopted and taken on, will produce over night results with those who are open to the inquiry.
- #3 My intention here is that delegates receive a set of tools, themes and practices that will produce immediate results, in terms of improving TIME OF FLIGHT, routine consistency - and ultimately the end game of winning Olympic gold.
- #4 Jack Kelly says “Height is King” – yes. Providing you have an access to keeping the same height for 10 moves in the routine.There is no point in being very high for 1, 2 or 3 moves if you fall off. It is all relative.Being high and staying high has to be developed at every training session over time, in a coaching environment that is cognizant, understands and can practically implement these principles. (Churning out ‘word for word’ what another coach says does not reproduce the deep intention of what someone else says! And it would be a start - Food for thought)
- #5 Some background contextSometimes it is a great challenge to present new or expanded ideas to a group that already know a lot! With this understanding in mind this presentation was created to be non confrontational and fun, whilst being highly intrusive and impactful at the same time.
- #6 The range that I will be using for the purposes of this session will be 1-1010 will represent the agreed ideal model, and 1 being the other end of the performance spectrum ie the poorest attempt at the ideal model.You can use ranges for anything, and it will promote self reflection and accelerate their ability to self calibrate and learn.Types of Questions that you can ask, depending on the trampoline gymnasts learning style:From 1-10 how close to the ideal model did you get?From 1-10 how close to what you want to achieve did you get?From 1-10 how heavy did you feel that you landed for each move?From 1-10 how consistent did your rhythm or timing sound like?Identify where in your routing you consistently lose height?Identify where in your routine you generally go fast into the move?Then askWhat do you think you need to do next time to get closer to the ideal model?Obviously both you (the coach) and the trampoline gymnast will have already negotiated in partnership, what the ideal model is.
- #7 Creating a context and shape for this conversationDefining & distinguishing ‘RANGES’ will give delegates the opportunity to expand their willingness to hear the concept, because the definition is derived from the Collins English Dictionary, A presupposition Most people will accept credibility, if evidence is derived from the dictionary. And this will therefore reduce the automatic pull to resist something new.
- #8 For the purposes of this exercise select a set routine of one of your current trampoline gymnasts, with the biggest variation of height, throughout the routine.Use one that you are working with at the moment to make this session really useful and real.
- #9 Write the routine down across the page.
- #11 Share a real life example of how this method can make an immediate difference in the very heat of competition.And how you can use this system to develop TIME OF FLIGHT instantly.I was at the Welsh a couple of seasons ago, and a trampoline gymnast that I know quite well was having great difficulty controlling the power of the bed.I then asked if he would like me to coach him (by the way he coaches himself, so no problem with his coach), he said yes.I asked him to write down his routine for me, which he did.I then asked him to write down a number between 1 & 10, indicating how deep he felt his landing were for each move.His routine looked like this: 1 2 3 4 5 6 7 8 9 10-------------------------------------------------------------------------------------------------------- 10 8 5 8 8 7 5 7 8 8-------------------------------------------------------------------------------------------------------- ** **I then asked him to look at the pattern of the routine.I then asked him to identify what stood out, he said that moves 3 and 7 were out of time, low and fast off the bed.I then asked him what could he do to improve this situation? (because from my point of view, he was all over the place and out of control).He said improve moves 3 and 7.I then said “how are you going to do that”, he said “in don’t know”Given there was a one touch then the comp, I did not have much time to take my time with this, so I selected a fast directive approach.I said OK, here is what I would like you to try:In your one touch feel your feet……….and on move 3 and 7 imagine that you have lead feet, and allow the bed to really sink down as far a possible.He did this in the one touch and transformed the routine.I then touched base with him in the finals, checked in, and reminded him to feel his feet and on moves 3 & 7 to have lead feet and sink even further down to bottom.He did this and performed the best that he has ever performed.His goal prior to the comp was that if he got into the top 16 he would be happy. He ended up 6th.For him, this was a miracle.
- #12 Open question for the room to think about and reflect on.Invite feedback from the group…….Actively elicit participation. Keep the energy and space in the room expanding. Make it safe to participate too.
- #14 I shared and talked about the TRIANGLE principle – which you can download for free on my website, go to:http://johnnytennconsulting.com/trampoline-gymnastics-zone/The article is called: ‘How can I Keep my Concentration in Competitions?’
- #15 Draw two triangles on the board, and speak to the triangle principle.For background on this section of the presentation go to:http://johnnytennconsulting.com/trampoline-gymnastics-zone/And read the article called:How Can I Keep My Concentration in Competitions?
- #16 Inquiry in partnership with the group…..time permitting.
- #17 For more in depth background into some of the principles and themes go to the ‘trampoline gymnastics zone’ on this website and download coaching articlesworth sharing for free:http://johnnytennconsulting.com/trampoline-gymnastics-zone/