GENERAL

ATTIRE

Dresses, trousers, clothes with hoods and sleeves covering the hands are not suitable

No shoes or normal socks - grippy socks can be worn but barefoot is advised

Hair should be tied up

No jewelries, watches or other accessories

SAFE SET UPS

Don’t set up equipment/stations near sharp corners or other potentially dangerous objects

Provide landing mats at least 15cm thick if landing from a vault or trestle

Vaults or trestles should have a floor mat at the front in case of a pupil falling back

When using equipment such as benches, vaults or trestle don’t position them close to a wall

Provide sufficient space for landing in a station that requires the pupils to jump and then land

Set up stations that will require your physical presence in such a way that will ensure proper supervision of the entire class

Floor mats can be separated if more space is required when performing specific moves

HANDLING EQUIPMENT

If pupils are helping with moving the equipment:

- Organise the pupils in pairs to ensure safety and efficiency
- Assign a piece of equipment for each pair to reduce confusion

- Make sure pupils are not running when moving equipment

Hereby our advice per apparatus:

- Rectangular floor mats should be carried by 2 pupils

- Roll out floor mats can be lowered down by a teacher and pushed by 2-4 pupils

- Landing mats should be carried by 2 or 4 pupils depending on size

- Benches should be carried by 2 pupils

- Trestles should be carried by 2 pupils

OVERSEEING THE CLASS

Make sure you have a good view of all pupils

Be extra vigilant on stations on which the pupils jump on to and off of a vault or a trestle

Be more attentive when pupils execute rolls or rotations

WARM UP

When performing a warm up in which pupils run around make sure they stay in the same order and don’t overtake each other

Every TGFM warm up can be performed on the spot if need be

Moves in the warm ups can be changed if needed based on the level of preparedness of the pupils

During the warm up correct form of the moves is advised but not paramount

Stretch is a good opportunity for the pupils to calm down and focus after the warm up

Dedicate more time on the specific joints and muscles that will be predominantly used later in the lesson

Shorter holds of the moves performed during the stretch will mainly improve mobility while longer holds will target more flexibility

PRACTICE MOVES/ PRACTICE MOVES
WITH EQUIPMENT

When performing a difficult move provide a side station with an easier or more comforting variation of the move for those pupils that may struggle with it

Don’t underestimate the importance of easier moves and focus on correct form to ensure easier progression to more difficult moves

A move can be repeated multiple times until the majority (or all) of the pupils are able to execute it correctly

FLOWS

Flows should be performed with as little interruptions as possible between the individual moves

Flows can be linked together to create longer and more challenging routines

Pupils should aim for a correct form of all the moves when performing a flow

RACES/ OBSTACLE RACES

Considering pupils will be focused on winning the races and less attentive, ensure safe set up and environment

Make sure groups are of roughly even size and capability

During the races correct form of the moves is advised but not paramount

Challenges can be performed with all the pupils in one group

The timing of the individual challenges can be adjusted based on the fitness level of the majority of the pupils

If a challenge is difficult it is normal if some pupils cheat but always encourage FairPlay

Don’t position the different stations too close to each other

If waiting times are too long due to a more complex move this move can be changed to an easier one

The obstacle course is not meant to be a race and pupils should aim for a correct form of all the moves involved

SUPPORTING PUPILS FOR MOVES

Be especially attentive during more difficult moves such as: Rolls, Cartwheel, Shoulderstand, Headstand, Handstand

Make sure you watch and understand the videos of how to support the different moves before you have to provide support

Always support pupils until they can perform a move safely, even if they ensure you that they don’t need support