LICENSURE EXAMINATION FOR TEACHERS (LET)

Refresher Course

WHAT TO EXPECT

MAJORSHIP: Music, Art, Physical Education and Health (MAPEH)

Focus: Gymnastics

LET Competencies:

1. Define movement skills and activities

2. Apply Rhythmic and Artistic Gymnastics Skills
3. Analyze movement skills for educational gymnastics and sports
activities.

PART I – CONTENT UPDATE

In The Beginning

There is no human knowledge available about the earliest times of acrobatic efforts.
There is no doubt, however, that people performed individual tumbling movements, group
acrobatics, and swing from branches early in their history.

The Egyptians and Chinese

Stone cuttings show that people were building human pyramids (along with stone
pyramids!) and balancing stunts in Egypt as early as 2100 BC. Circus- like acrobatics were
performed in ancient Egypt. In the 2nd century BC, men and women of Minoan Crete developed
the art of bull leaping. In bull leaping the performer would run toward a charging bull, grab its horn
and upon being tossed into the air, execute various midair stunts before landing on the bull’s back
and dismount with a flip. The Chinese have probably performed such stunts even before this
time.

The Greeks

In Ancient Greece, three distinct programs of gymnastic exercise were developed:

1. For maintenance of good physical condition

2. For military training
3. As part of the conditioning regime for athletes

The early Greek teachers of physical fitness (paidotribes) were the first to design a
system of physical activity for both athletes and general citizenry. Such programs, which included
gymnastics, were considered central to the formal education of children. The Greek philosophy
portrayed the human body as a temple housing the mind and the soul, and the practice of
gymnastics contributed to the health and functionality of the temple.

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Prof. Rosanna A. Diana
 They coined the word “gymnastics” from the word “gymnos” meaning “naked art.” They
built elaborate complexes known as “gymnasia” for their physical education training. The
philosophers of Greece, Plato, Aristotle, and Socrates would go into the gym where they would
exercise their bodies and debate philosophy to exercise their minds. The attitude of those early
gymnasts was a “sound mind in a sound body.” With the gathering of young and old alike, the
gymnasia were more like a town hall than just a gym.
The famous Greek physician, Galen, who wrote a treatise called “Caracalla,” developed a
form a medical gymnastics of which we would call physical therapy today. His work emphasized
keeping fit exercises of gymnastics for the masses as a means for better health. In time,
structured gymnastic and calisthenics exercises were abandoned in favor of game sports.

In 776 BC, the Greeks held the first Olympic Games, which was a festival dedicated to
their God Zeus. In this game, there was only a foot race of 200 yards. The games continued for
about 1,100 years with boxing, wrestling, throwing, jumping, and weightlifting added. The Olympic
Games were finally abolished by the Roman Emperor Theodosius in 392 AD.

The Persians

By 500 BC the Persians had developed the side horse (pommel horse) as a training
devise for their cavalry to learn mounts, dismounts, and swinging movements for combat on
speeding horse during battle. Even up to just 50 years ago, the side horse had a raised neck and
a croup (end) like a real horse.

The Romans

The Romans were a battle- tough people who conquered the known world. After their
conquest of Greece, they adopted gymnastics as their own and developed it into a more formal
sport. Gymnastic system designed to give strength for military combat were used extensively by
the Romans. Their practical nature turned sport into warfare. Like the Persians, the Roman
Circus practiced horsemanship and chariot racing in a circle, hence the term circus. Originally
designed as a sporting event where Roman soldiers could match their skills and prowess against
one another in an Olympian fashion, it quickly evolved into pure carnage. The bloodier the
spectacle the more popular it became. People killing people, animals killing animals, animals
killing people. It reached its gruesome height under the Emperor Nero. The gymnasiums were
used to train their legions for warfare, but with the decline of Rome, interest in gymnastics also
dwindled and gymnastics would have been lost completely if it were not for the Medieval Gypsies.

Medieval Gypsies

Gypsies are believed to have arrived in Europe from northern India in the 1400s. They
were called Gypsies because Europeans thought they came from Egypt. This ethnic minority is
made up of distinct groups called “tribes” or “nations”. The Sinti and Roma spoke dialects of a
common language called Romani, based in Sanskrit, the classical language of India. Many Sinti
and Roma traditionally worked as craftsmen, such as blacksmiths, cobblers, tinkers, horse
dealers, and toolmakers. Others were performers, such as musicians, circus, animal trainers, and
dancers.

The sad tale of Gypsies being persecuted continues to this day, with the happy exception
of Gypsy dances and music celebrated in 19th century romanticism, for example, as expressed by
(Hungarian) Liszt and as observed particularly in Russia where there was a famous Gypsy
cabaret in Moscow which had trained bears, acrobats, dancers, and jugglers performed in the
Gypsy shows.

Modern Gymnastics
By Lee Bjella

Germany, beginning in 1774, began putting its educational concepts into practice.

Johann Basedow (1723 – 1790) was the first to conduct gymnastics as part of education.
He was the first modern writer and teacher of organized gymnastics for
whom records survive.

Johann Guts Muth (1759 – 1839) the Great Grandfather of Gymnastics wrote many
influential books including carefully chosen gymnastics exercises for girls

Gymnastics
Prof. Rosanna A. Diana
 in 1818. He wrote Gymnastics for Youth, the first book on modern
gymnastics in 1793. He describes the use of sloping beams, climbing
poles, ladders and ropes along with the balancing beam and the
swinging beam.

Franz Nachtegall (1777-1847), formed a gymnastics club, opened a private gymnasium

and through his success encouraged the government to incorporate
training into its school curriculum. His gymnastics program in Denmark
emphasized mass calisthenics, mass vaulting and drills using dumbbells
and balls.

Gerhard Vieth (1759 – 1839) published a book of exercises. He also described the
balance beam, jumping ropes, climbing ropes and poles, the horse, the
table and the buck. He wrote of vaulting over horizontal poles at different
heights.

Per Henrik Ling (1776 – 1839) In Scandinavia, he was one of the great gymnastics
leaders and called the “Father of Swedish gymnastics.” Hundreds of
students would participate in mass floor exercise drills.

Johann Pestalow (1746 – 1827) was noted as the founder of free exercise and
calisthenics.

Adolph Spiess (1810 – 1858) “Father of School Gymnastics” taught gymnastics to his
classes in Switzerland and added marching and free exercises to music.

Friedrich Ludwig Jahn (1778 – 1852) “The Father of Gymnastics.”

The American Gymnastics is largely influenced by Europe as evidenced by the early

Turnverein movement in their colleges. Dr. Dudley Sargent was the first American contributor to
gymnastics because he was instrumental in including gymnastics in the school curriculum.

Gymnastics in the Philippines was started by two exponent of Physical Education –

Director Candido Bartolome of the University of the Philippines and Mrs. Francisca Aquino of
the Bureau of Public Schools.

“Gymnastics” is a self-motivating activity, where one can manipulate the different parts
of the body into varied positions or movements (Clarita P. Diñoso, “Gymnastics Book”, 1990).

At present, Gymnastics is recognized as a systematic form of physical exercises

designed for:

Educational Gymnastics – a program that challenges students to master tactics

involving strength, balance, flexibility, agility, and rhythm in a classroom standard of
learning the fundamentals with the maximum safety measures.

Therapeutic or Remedial Gymnastics – a series of selected exercises that help to

relieve physical discomfort or restore function to disabled people.

Competitive Gymnastics – consist of prescribed sets of events for men and women,
each of which is scored separately in order to determine a winner.

PHASES OF THE EDUCATIONAL GYMNASTICS PROGRAM

1. Conditioning Program

The exercises are selected for the purpose of preparing the body for more
complicated movements and skills. Exercises for the warm-up can also be selected in
his phase. This phase can also be considered as “Calisthenics” since routines can be
made out of the exercises in the conditioning program.

 Cool Down Exercises – serve to gradually taper off the body from the stress
of exercises. It is as important as warming up because it keeps the blood

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Prof. Rosanna A. Diana
 circulating around the body to prevent the individual from experiencing some
form of dizziness.

2. Stunts

These are activities in the form of play which test one’s strength, flexibility, balance,
agility, endurance, and coordination. This phase is specially suited to the lower
grades.

Some stunts can be considered as conditioning exercise and still some are
preparatory stunts to tumbling skills.

 Types of Stunts

– Individual Stunts – these are stunts performed by only one person.

Examples: Rocking Chair, Coffee Grinder, Egg Roll, Human Ball, Dog
Walk, Lame Dog Walk, Frog Kick, Frog Jump, Inch Worm, Crab Walk

– Dual Stunts – are stunts performed by two.

Examples: Wring the Disk Cloth, Chinese Get–Up, See–Saw, Jump
Over, Three Partners – One Jump Over

– Group Stunts – are stunts performed by 3 or more persons.

Examples: Walking Chair, Merry–Go–Round, Skin the Snake

– Combative Stunts – are stunts where two or more fight each other
showing strength, balance, agility, and endurance.
Examples: Rooster Fight, Indian Wrestle, Tug of War

3. Tumbling (Acrobatic skills)

This is the most important phase of the gymnastics program, because the ability of
the performer is tested as he rolls to and fro, twists, turns, and springs about on the
mat, floor, and in the air.

4. Rhythmic Gymnastics

Routines or Exercises accompanied with music are called “Rhythmic Gymnastics”.

They are so- called because they are performed in a rhythmical manner and the
movements are flowing. This phase includes the free hand exercise and all exercise
with use of light apparatuses such as wands, rings, hoops, ribbons, ropes, etc.
Gymnastics skills, dance skills, locomotor skills, stunts, and tumbling skills are
combined to form a routine on the floor. This is where the performer can create and
develop her own routine according to her abilities.

5. Apparatus Work (Heavy)

This includes exercises done on the balance beam, vaulting horse, parallel bar,
uneven bars, rings, and the trampoline.

6. Pyramid Building
This phase of the program makes a picture (mural) out of body static positions. The
positions should be properly arranged and selected, so that they form the shape of a
pyramid.

COMPETITIVE GYMNASTICS

1. Artistic Gymnastics (AG) – gymnastics discipline where the gymnasts perform on top of
the heavy apparatus. A competitive event separates men and women.

Women’s Artistic Gymnastics (WAG) – Gymnastics discipline played in four (4)

events:

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Prof. Rosanna A. Diana
  Horse Vault – 160 cm. long 35 cm. wide with an adjustable height of 120 cm. for
women.

 Asymmetrical Bars – parallel bars with one bar 2.3 m. high and the other bar 1.5
m. with an adjustable width of 86 cm. maximum.

 Balance Beam – 500 cm. long, 13 cm. wide, set at a height of 120 cm. The
surface is slightly padded to make it slightly springy for protection.

 Floor – a carpeted area 12m X 12m square built on a springy base and marked
by a white line and surrounded by a wide, sloping, safety border.

Men’s Artistic Gymnastics (MAG) – Gymnastics discipline played in six (6) events:

 Floor – built on a springy base, carpeted area 12m X 12m square marked by a
white line and surrounded by a wide sloping safety border.

 Pommel Horse – stands 120 cm. high, 160 cm. long and 35 cm. wide.

 Ring – 18 cm. in diameter and hand 275 cm. above the floor.

 Vault – 160 cm. long, 35 cm. wide and 135 cm in height.

 Parallel Bars – 1.5 m. high, 320 m. long, 35 cm. wide in distance.

 Horizontal Bar – the bar is 240 cm. wide, set at 275 cm. from the floor.

2. Rhythmic Sportive Gymnastics (RSG) – an aesthetic discipline performed to music

while using small hand apparatus that seems to be an extension of the body. A
competitive event for women either individual or group in a bi – annual rotation of four out
of five apparatuses.

 Rope – no handle, but must be knotted at the end. The length depends on the
height of the gymnast. A very dynamic apparatus requiring agility and good body
coordination. The fundamental requirements are jumps/leaps, skips, and hops.

 Hoop – made of plastic material between 80 cm. and 80 cm. in diameter. The
apparatus offers greatest variety of movements and technical skills. The
fundamental groups of body movements for hoop are jumps/leaps, pivot,
balance, and flexibility.

 Ball – should be 18 – 20 cm. in diameter and weight 400g. This apparatus is by

tradition an elegant and “lyrical” rather than dynamic apparatus. The fundamental
movements are flexibility elements.

 Clubs – made of plastics materials, a great hand game that requires rhythmic
work, psychomotor coordination, and clockwork precision.

 Ribbon – is 7m long with 1m folded and sewn on one end. The actual length of
6m is hooked on the swivel, attached on the wand. This event requires a large
and free- flowing movement that aims to create designs in space. The
fundamental body movement is pivots.

3. Aerobics Gymnastics – gymnastics discipline integrates the difficult elements of

gymnastics with aerobic dance steps and movements in order to create a dynamic
choreography for the sports either individual, mixed pair, three or group.

4. Acrobatics Gymnastics – a gymnastics discipline where boys and girls take part
balancing with partners with selected acrobatics skills and balances and dance
movements.

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Prof. Rosanna A. Diana
PHYSICAL FITNESS is the capacity of the individual to accomplish his/her regular daily
task/activities without undue fatigue and still has an ample amount of reserved energy to
enjoy leisure and meet emergencies.

Physical Fitness Components

Health Related Components

 *Strength – is the capacity to sustain the application of force without yielding or

breaking; the ability of the muscles to exert effort against a resistance.

 *Endurance / Stamina – is the ability to sustain long-continued contractions

where a number of muscle groups are used; the capacity to bear or last long in a
certain task without undue fatigue.

 *Flexibility / Suppleness – is a quality of plasticity which gives the ability to do a

wide range of movement.

It involves four basic movements, namely:

a. Flexion – bending a body segment;

b. Extension – straightening a body segment;
c. Abduction – moving a limb away from the body; and
d. Adduction – moving a limb toward the body.

Body flexibility is achieved through stretching specific segments of the body.

To achieve good body flexibility, exercises should be performed daily. For very
tight muscle–joint area, it is highly recommended that flexibility exercises be
done at least twice a day.

Types of Stretching

a. Passive Assisted Stretching – involves relaxing a specific body part and

just allowing the partner to move the limb of the stretcher to gain a new
range of movement. Done without caution, this type of stretching may
cause muscle injury because the person assisting the stretcher cannot
adequately determine the sensation of the latter. Thus, the risk of injury
associated with overstretching a specific muscle group is high for this
type of stretching.

b. Static Stretching – involves slowly stretching a segment of the body to

the farthest point and holding that position for a certain period of time.
Usually performed without a partner, each stretch is easy and pain –
free. Once the stretcher has achieved its full range of movement and
begins to feel a mild discomfort (muscle tension) in the body part being
stretched, the position is held statically. The risk of injury associated with
this type of stretching is very minimal.

c. Ballistics Stretching – involves a sudden, bouncing or jerking rhythmic

movement of a specific part of the body. In ballistic stretching, the
stretcher does not know how far the soft tissue structures can extend
during the exercise, thus, the probability of tearing a muscle becomes
apparent. In many cases, this type of stretching causes muscle
soreness.

d. Proprioceptive Neuromuscular Facilitation (PNF) – involves the hold –

relax (HR) approach to stretching. During the hold – relax, the partner
attempts to move the limb at its lengthened range of motion and
isometrically resist the partner’s attempt to move the limb into a deeper
stretch. Then, the stretcher relaxes the limb and the partner slowly

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Prof. Rosanna A. Diana
 moves the segment into a new range. PNF is generally used if range of
motion is extremely limited and if active movement causes pain.

 *Body composition – refers to the proportion between fat weight and total body
weight. It is determined by the amount of fat and lean tissue in the body.

Skill / Performance Related Components

 Power – refers to the ability of the muscles to release maximum force in the
shortest period of time.

 Agility – is the ability of the individual to change direction or position in space

with quickness and lightness of movement.

 Speed – is the ability to make successive movements of the same kind in the
shortest period of time.

 Coordination – is the ability to use your senses together with your body parts or
to use two or more body parts together.

 Balance – is the ability to control organic equipment neuro-muscularly; a state of

equilibrium.

Body Awareness refers to the consciousness to the body as a whole. It refers to the
awareness to grasp the different kinds of movement that each body part can do and the
awareness to grasp of its relation to space, time, force, and rhythm. It is the total awareness of
what the body can do and where the body is, which leads to a greater body control and
successful skill learning.

The Body has four (4) major divisions. They are the:

 Head

 Trunk
Chest region
Waist
Abdominal region
Hip region
Buttocks
Back – upper back and the lower back

 Upper Extremities or Arms

Hands – fingers, palm
Wrist
Arms – forearms, elbow
Shoulder girdle

 Lower Extremities or Legs

Feet – toes, heels
Ankles
Legs – thigh, hamstrings, lower legs, knees

Planes – the imaginary, two– dimensional surface in which movements are performed.

Three (3) Body Planes corresponding to the three (3) dimension of space:

 Frontal / Lateral – divides the body into half (front and back)
 Sagittal – divides the body into half (right and left)
 Transversal / Horizontal – divides the body into half at a given point parallel to
the ground (upper and lower)

Gymnastics
Prof. Rosanna A. Diana
Spatial Directions – the way where the movements are to take place

 Sideward – right and left

 Forward and Backward
 Diagonally Forward / Backward
 Upward and Downward
 Clockwise and Counterclockwise

Axes – an imaginary line used to rotate, passing through the center of gravity.

 Horizontal / Transverse – the axis from one side of the waist to the other (rolling)
 Vertical / Longitudinal – the axis from the head to the toe (pirouette)
 Medial – the axis from the front to back (cartwheel)

Level – are positions with reference to height.

 Low Level – usually designated as anything below your own hip level.
 Middle Level – is usually any movement or shape that is between your own hip
level and the top of your head when standing normally.
 High Level – is anything above your own normal head height and may include
standing on the half toe, movement into the air and upward movement, or by
being lifted.

MOVEMENTS

Fundamental Movement Skills:

 Locomotor Movement Skills – used to move the body from one location to another.

 Walking is a series of steps in all directions.

 Running is a fast walk with longer strides and there is a
push-off by the
foot to suspend the body momentarily in air.
 Hopping is a spring on one foot and land on the same
foot.
 Skipping is a step and a hop with the same foot in one
count.
 Leaping is a spring on one foot and land on the other
foot.
 Sliding a full contact of the foot on the floor by gliding in
any direction.
 Galloping a combined step and a cut (shift weight or
displace the other
foot)
 Jumping is to spring on one or both feet and landing on
both feet.

 Non–locomotor Movement Skills – in which the individual does not have to change
location in order to practice an activity

 Bend or Flexion to move the body or part of the body around a wide axis.
 Stretch, Extend, Straighten to lengthen a part of the body.
 Twist to move a body around a long axis.
 Lift, Raise to elevate a part of the body or the whole body to a desired level

 Circle to move a body around a point.

 Rotate / Turn to change direction to move around an axis.
 Swing to move continuously from one point to the other.

Gymnastics
Prof. Rosanna A. Diana
  Manipulative Movement Skills – used to handle or manipulate play
objects, such as ball,
wands, hoops, bats etc. They include movements that increase hand–eye and hand –
foot
coordination, tracking skills, and dexterity and propulsion skills, such as throwing, kicking
and batting.

 Specialized Movement Skills – related to specific sports, games and

apparatus. Skills are
structured (specific rules, guidelines and techniques)
TERMS IN GYMNASTICS

ARCH – is a position where the body is curved like an arc of a circle, with the hip
forward and the head and truck bent backward.

BASE – a partner who supports the other performer above him.

TUCK – is position where the head and the knees are in contact and the trunk is curved.

MOUNT – are stunts performed by a performer to go up on an apparatus.

DISMOUNT – is a stunt used by a performer to get off on an apparatus.

SPOTTER – is a person who helps a performer to go about a skill for the first time.

SPOTTING – is the act of helping a person to go about a skill for the first time.

EXERCISE
or ROUTINE – planned series of dance skills, locomotor skills, gymnastics skills and tumbling
skills performed with or without music.

FLIP – a hand spring

HELD
or STATIC POSITION – these are positions held for 2 or more seconds.

PIKE – the upper body is bent forward at the hips to an angle equal to or less than 90
degrees while the legs remain straight.

PRESS – is the application of steady pressure to a particular muscle or group of muscles

in order to attain a desired stretch.

PRONE – lying face down with the body straight.

SCALE – is a support on one leg with the other leg raised at the back and the body arch.

STRADDLE – the legs are extended sideways.

SUPINE – lying flat on the back, with the body straight.

SPLIT – is a position where the legs are extended forward and backward in a straight
position.

TOP – the partner who is supported by the base.

TUMBLING SKILLS

 Forward Roll (movement analysis)

 Squat position knees together; place hands in front of the knees flat on the floor,
fingers pointing front.

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Prof. Rosanna A. Diana
  Tuck the head so the chin touches the chest.
 Raise buttocks up to pike position.
 Bend arms until the shoulders reach the mat.
 Roll on back in tuck position.
 Come up to squat position, arms forward.

Example of Variations:
Straddle to Straddle
Pike to Pike

 Backward Roll (movement analysis)

 With the back facing the mat, squat position; arms in front of the knees, hands
flat on the floor.
 For momentum, place weight of the body before the roll.
 Sit to tuck position to continue rolling on the back; elbow close to the head;
fingers pointing back.
 Continue rolling until the hands touch the mat, (overhead reach position)
 Immediately push with the hands to clear the head.
 End in squat position, arms forward.

Example of Variations:
Straddle to Straddle
Pike to Pike

 Cartwheel (movement analysis)

 Standing on the left foot, right pointed forward; arms overhead close to the ears.
 Step the right foot forward at the same time kicks the left leg sideward and place
the right hand on the mat, weight of the body in it.
 Continue the body and leg rotation transferring the body weight on the left hand;
legs in wide stride in air.
 Land on the left leg sideward left, and stand.

 Handstand (movement analysis)

Hands and Feet Positions

 The hands are place in front of the right foot; the elbows locked.
The shape is a triangle.
 The palms are flat on the floor, fingers are spread and pointing forward.
 The weight of the body is on the heels of the hands, the fingers help in the
balance.

Steps

 Starting position: Facing the mat in standing position weight on the left foot, right
foot pointed in front; arms upward close to the ears.
 Lower the arms sideward down to arms close to the hips and on the floor at the
same time, step right foot; the left leg kicks upward in rear to vertical position.
(Spotter holds the left leg in that position.)
 Have the right leg join the left leg in handstand position. The body should be well
contracted, the head is held up.

Spotting

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Prof. Rosanna A. Diana
  The spotter stands in front of the performer as close as possible to be able to
catch the left leg in the upward kick.

 Front Walkover (movement analysis)

 Start on standing position on one leg, the other leg pointing forward, arms
overhead.
 Lift the pointed leg forward about 6 – 12 inches of the floor, the arms stretched
overhead
 Step the lifted leg forward to a lunge position, lean trunk slightly forward hands to
reach the floor.
 Push through the supporting leg to come up to a handstand position, with leg on
a wide split position
 Push body forward, keeping the other leg high and straight as the first comes
down.
 Bring the second leg down to finish on standing position as in starting position.

 Back Walkover

 Start on standing position on one leg, the other leg pointing forward, arms
overhead.
 Lift the pointed leg as the back arched, the arms stretched overhead to reach the
floor.
 Push through the supporting leg to come up to a handstand position, with leg on
a wide split position.
 Keeping the other leg high and straight as the first comes down.
 Bring the second leg down to finish on standing position as in starting position.

REFERNCES:

[email protected]

www.fig-gymnastics.com

Andin, Carmen T. The Teaching of Physical Education in Philippine Schools ,

REX Book Store1984

Diñoso, Clarita P. Gymnastics Book , Rex Printing1984

Favila, Salve A., Evangelista, Teresita T., Atanacio, Minerva Y., Edralin, Ro.
Elizabeth N. Physical Education and Health – A Worktext for College Students
OCP Typesetting & Printing Services 2007

Prie, Keeney, Giallombarado, Philips. US Naval Institute Gymnastics and Tumbling

1943 George Banta, Co., Inc.

PART II – ANALYZING TEST ITEMS

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Prof. Rosanna A. Diana
1. A gymnastics discipline where every gymnast performs to show his or her prowess on top
of the apparatus

A. Rhythmic Gymnastics C. Artistic Gymnastics

B. Sports Acrobatics D. Sports Aerobics

2. When the coach extends the degree of stretch, care should be taken to prevent tissue
tearing, what type of stretching is this?

A. Active Stretching C. Passive Stretching

B. Inactive Stretching D. Proactive Stretching

3. In doing this skill make sure hands are shoulder- width apart, knees are bent and head is
tucked forward towards the knees. Hands are placed on mat facing in direction of travel.
Rotate body forward along mat transferring weight onto shoulders then the back, with the
body in a tight ball shape. Recovery can be in a position of own choice.

A. Backward Rolls C. Toward Rolls

B. Onward Rolls D. Forward Rolls

4. This is the quick change of direction of the body, and may be improved by increasing the
number of rolls or pre–acrobatic movements done under the thrown apparatus.

A. Flexibility C. Speed
B. Agility D. Power

5. This program is generally introduced in a form of a play for fun and enjoyment, as the
child develops the fundamentals of tumbling skills.

A. Tumbling C. Pyramid Building

B. Stunts D. Apparatus work

6. This locomotor movement, which is a combination of a step and a hop, generally shows
speed of action and jolly expression of movement.

A. Leap C. Gallop
B. Skip D. Hop
E.

7. It refers to how fast successive contractions or movements can be executed. It can be

improved by repeated fast movements. Example is increasing the number of skips in a
set time frame.

A. Muscular Endurance C. Muscular Speed

B. Muscular Strength D. Muscular Power

8. A Gymnastics position in which one leg is extended forward, the other leg is extended
backward at right angle to the trunk.

A. Scale C. Swan
B. Deep Lunge D. Split

9. These gymnastics equipment like the pommel horse, horizontal bar, horse vault and
parallel bars are being used in this gymnastics event.

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Prof. Rosanna A. Diana
 A. Men’s Artistic C. Rhythmic Sportive
B. Sports Aerobics D. Women’s Artistic

10. If a hop is a spring on one foot and land on the same foot, then what is a jump?

A. A spring on one foot and land on the other foot

B. A spring on one foot or both feet and landing on both feet
C. A spring on left foot and landing on the right foot
D. A spring on both feet and landing on one foot

11. A gymnastics discipline integrates the difficult elements of gymnastics with aerobic dance
steps and movements in order to create a dynamic choreography for the sports either
individual, mixed pair, three, or group.

A. Artistic Gymnastics C. Rhythmic Sportive

B. Educational Gymnastics Gymnastics
D. Sports Aerobics

12. It is when a muscle performs repeated contractions. The duration of this muscle work
should be gradually extended. Example is the length of time for continuous straddle
jumps 10 secs. . . 15 secs. . . . 20 secs. . . .

A. Muscular Endurance C. Muscular Speed

B. Muscular Strength D. Muscular Power

13. It is a gymnastics position or shape when the body and legs are extended upward, while
the head, shoulder and the bent elbow support the extended body.

A. Headstand C. Shoulder stand

B. Handstand D. Stride stand

14. Gymnastics stunts where one works with someone about his size, height, and weight that
aims to develop coordination, balance, and cooperation.

A. Combative Stunts C. Dual Stunts

B. Individual Stunts D. Group Stunts

15. This is the fundamental aspect of skill development. Example is the continuous skipping.

A.) Speed C.) Flexibility

B.) Coordination D.) Agility

16. Women’s Artistic Gymnastics (WAG) is a gymnastics discipline where the gymnast
shows a lot of styles, strength, power, and endurance in her routine. One of the
apparatuses below is used in one of the four (4) WAG events.

A. Ribbon C. Asymmetric Bars

B. Trampoline D. Parallel Bars

17. This phase of the program makes a picture (mural) out of body static positions. The
positions should be properly arranged and selected, so that they form the shape of a
pyramid.

A. Stunts C. Rhythmic Gymnastics

B. Pyramid Building D. Conditioning Program

Gymnastics
Prof. Rosanna A. Diana
18. A program that challenges students to master tactics involving strength, balance,
flexibility, agility, and rhythm in a classroom standard of learning the fundamentals with
the maximum safety measures.

A. Educational Gymnastics
B. Competitive Gymnastics
C. Therapeutic or Remedial Gymnastics
D. Creative Gymnastics

19. This is the most important phase of the gymnastics program, because this is where the
ability of the performer is tested as he rolls to and fro, twists, turns and springs about on
the mat, floor and in the air.

A. Tumbling C. Rhythmic Gymnastics

B. Stunts D. Pyramid Building

20. A position where the body is curved like an arc of a circle, with the hip forward and the
head and truck bent backward.

A. Arch C. Split
B. Tuck D. Scale

21. The preparatory position in backward roll where the feet are held together with knees
straight and truck bent forward towards the legs.

A. Squat C. Tuck
B. Pike D. Straddle

22. The exercises are selected for the purpose of preparing the body for more complicated
movements and skills. Exercises for the warm-up can also be selected in this phase can
also be considered as “Calisthenics.”

A. Cool – Down Exercises C. Rhythmic Exercises

B. Marching Exercises D. Conditioning Program

23. An artistic gymnastic terminology for tumbling type movements. Examples are cartwheel,
handspring, etc.

A. Stretchy C. Acrobatic
B. Elastic D. Supple

24. It is an aesthetic combination of the body movements to music with portable apparatus.

A. Artistic Gymnastics
B. Educational Gymnastics
C. Rhythmic Sportive Gymnastics
D. Sports Aerobics

25. A gymnastics position in which the legs are separated sideways.

A. Scale
B. Straddle
C. Split
D. Supine

Gymnastics
Prof. Rosanna A. Diana
PART III – ENHANCING TEST TAKING SKILLS

1. It refers to the harmonious relation between body and mind where parts and segments of
the body move in different ways and directions in a gymnastics routine.

A. Cooperation C. Concentration
B. Coordination D. Collaboration
E.

2. A regulated external force acting to produce a greater range of flexibility in a relatively

inactive muscle.

A. Active Stretching C. Passive Stretching

B. Inactive Stretching D. Proactive Stretching

3. It means bending or reducing length. It decreases the angle of the joint.

A. Extension
B. Contraction
C. Flexion
D. Reduction

4. Being the first to conduct gymnastics as part of education. He was the first modern writer
and teacher of organized gymnastics for whom records survive.

A. Per Henrik Ling C. Johann Basedow

B. Franz Nachtegall D. Gerhard Vieth

5. It is a self-motivating activity, where one can manipulate the different parts of the body into
varied positions or movements.

A. Physical Education C. Gymnastics

B. Physical Fitness D. Movements

6. A person who helps a performer to go about a skill for the first time.

A. Helper C. Assistant
B. Spotter D. Spotting

7. This locomotor movement, which is a combination of a step and a cut that shows shifting of
weight or displacement of the other foot.

A. Leap C. Gallop
B. Skip D. Hop

8. The Great Grandfather of Gymnastics wrote many influential books including carefully
chosen gymnastics exercises for girls in 1818. He wrote Gymnastics for Youth, the first
book on modern gymnastics in 1793. He describes the use of sloping beams, climbing
poles, ladders and ropes along with the balancing beam and the swinging beam.

Gymnastics
Prof. Rosanna A. Diana
 A. Johann Guts C. Friedrich Ludwig
Muth Jahn
B. Johann Pestalow D. Adolph Spiess

9. The muscles move a limb away from the vertical mid–line of the body.

A. Abduction C. Adduction
B. Extension D. Rotation

10. Which of these body parts keeps one in state of equilibrium during a one leg balance?

A. Legs C. Trunk
B. Arms D. Head

11. He formed a gymnastics club, opened a private gymnasium and through his success
encouraged the government to incorporate training into its school curriculum. His
gymnastics program in Denmark emphasized mass calisthenics, mass vaulting, and drills
using dumbbells and balls.

A. Johann Pestalow C. Gerhard Vieth

B. Adolph Spiess D. Franz Nachtegall

12. A series of selected exercises that help relieve physical discomfort or restore function to
disabled people.

A. Creative Gymnastics
B. Competitive Gymnastics
C. Therapeutic or Remedial Gymnastics
D. Educational Gymnastics

13. Type of “stretching,” when the gymnast uses her own strength to manipulate the stretch
movements produced by muscle contraction.

A. Active Stretching C. Passive Stretching

B. Inactive Stretching D. Proactive Stretching

14. He was one of the great gymnastics leaders and called the “Father of Swedish
gymnastics.”
A. Friedrich Ludwig C. Per Henrik Ling
Jahn D. Adolph Spiess
B. Johann Pestalow

15. It consists of prescribed sets of events for men and women, each of which is scored
separately in order to determine a winner.

A. Therapeutic or Remedial C. Creative Gymnastics

Gymnastics D. Educational Gymnastics
B. Competitive Gymnastics

16. The “Father of School Gymnastics” who taught gymnastics to his classes in Switzerland
and added marching and free exercises to music.

A. Adolph Spiess C. Johann Basedow

B. Franz Nachtegall D. Gerhard Vieth

Gymnastics
Prof. Rosanna A. Diana
17. Women’s Artistic Gymnastics (WAG) is a Gymnastics discipline played in four (4) events,
except one of the following.

A. Horse Vault C. Balance Beam

B. Asymmetrical Bars D. Horizontal Bar

18. He was the first American contributor to gymnastics because he was instrumental in
including gymnastics in the school curriculum.

A. Johann Pestalow C. Franz Nachtegall

B. Dr. Dudley D. Gerhard Vieth
Sargent
E.

19. Men’s Artistic Gymnastics (MAG) is a Gymnastics discipline played in six (6) events except
one of the following.

A. Pommel Horse C. Parallel Bars

B. Asymmetrical Bars D. Ring

20. A planned series of dance skills, locomotor skills, gymnastics skills, and tumbling skills
performed with or without music.

A. Movements C. Exercises or Routine

B. Aerobics D. Rhythmic Activities

21. “The Father of Gymnastics.”

A. Friedrich Ludwig C. Franz Nachtegall

Jahn D. `Adolph Spiess
B. Johann Pestalow

22. It is a quality of plasticity which gives the ability to do a wide range of movement.

A. Strength C. Flexibility / Suppleness

B. Balance D. Agility

23. This is a mild activity used as the body movement slow down until the pulse and breathing
rates return to normal.

A. Cool Down C. Warm – up

B. Relaxation D. Aerobics

24. An imaginary straight line around which the hand apparatus or body rotates.

A. Axis C. Union
B. Bloc D. Coalition

25. Ability to keep the center of gravity over the base of support and to maintain equilibrium.

A. Balance B. Stability

Gymnastics
Prof. Rosanna A. Diana
 C. Solidity D. Poise

PART IV– KEY TO CORRECTION

PART II: PART III:

ANALYZING TEST ENHANCING TEST

ITEMS TAKING SKILLS

1. C 1. C
2. C 2. C
3. D 3. C
4. B 4. C
5. B 5. C
6. B 6. B
7. C 7. C
8. D 8. A
9. A 9. A
10. B 10. A
11. D 11. D
12. A 12. C
13. A 13. A
14. C 14. C
15. B 15. B
16. C 16. A
17. B 17. D
18. A 18. B
19. A 19. B
20. A 20. C
21. B 21. A
22. D 22. C
23. C 23. A
24. C 24. A

Gymnastics
Prof. Rosanna A. Diana
25. B 25. A

GYMNASTICS

PART II – ANALYZING TEST ITEMS

Table of Specification

*Competencies *Define *Apply *Analyze Item Number Percentage

movement Rhythmic movement Placement of Items
skills and and Artistic skills for
activities Gymnastics educational
Skills gymnastics
and sports
activities

TOPICS

– History of
Gymnastics

– Phases of
the 5, 14, 17,
Educational 4 1 18, 19 5 20%
Gymnastics
Program

– Competitive 3 1 1 1, 9, 11, 5 20%

Gymnastics 16, 24

– Physical 1 1 3 2, 4, 12, 5 20%

Fitness 15, 22

– Movement 2 1 6, 7, 10 3 12%
Skills

– Terms in 3 2 8, 20, 21, 5 20%

Gymnastics 23, 25

Gymnastics
Prof. Rosanna A. Diana
 – Tumbling 2 3, 13 2 8%
Skills

No. of Items 13 4 8 25 100%

% 52% 16% 32%

GYMNASTICS

PART III – ENHANCING TEST TAKING SKILLS

Table of Specification

*Competencies *Define *Apply *Analyze Item Number Percentage

movement Rhythmic movement Placement of Items
skills and and Artistic skills for
activities Gymnastics educational
Skills gymnastics
and sports
activities

TOPICS

4,5,8,11,
– History of 9 12,14,16, 9 36%
Gymnastics 18,21

– Phases of
the
Educational
Gymnastics
Program

– Competitive 3 15, 17,19 3 12%

Gymnastics

1, 2, 9,
– Physical 4 13, 22, 7 28%
Fitness 3 23, 25

– Movement 2 1 3, 7, 24 3 12%
Skills

– Terms in 2 1 6, 10, 20 3 12%

Gymnastics

Gymnastics
Prof. Rosanna A. Diana
– Tumbling
Skills

No. of Items 19 1 5 25 100%

% 76% 4% 20%

Gymnastics
Prof. Rosanna A. Diana