| Safety cues for teaching tumbling include knowing | | | | instructor should personally initiate the timid beginner |
| how to prepare for teaching a stunt and the active | | | | into the fundamentals of tumbling. Use none but |
| protective techniques during the performance of the | | | | dependable bottom men, and once they are picked, |
| stunt. | | | | they should seldom be changed. |
| The preparatory techniques are the more important. | | | | 3. The performer should be taught never to try new |
| The problem is analogous to that of health education, | | | | stunts until he has completed the preliminary work |
| where prevention should always take precedence | | | | and has been passed by the instructor. |
| over cures. Many hazards are eliminated entirely if the | | | | 4. The attention of the performer should always be |
| proper progressions and knowledge of fundamentals | | | | kept away from the dangers of an exercise. He |
| are used. | | | | should be allowed to think only of the fundamentals |
| The active safety techniques are often known as | | | | for proper execution. Fear causes tension and |
| "spotting" skills. Two of these are particularly | | | | distracts from the ability to concentrate on |
| important. First, always assist the beginner through | | | | fundamentals. |
| the exercise the first few times and gradually reduce | | | | 5. The springboard is dangerous and its use should be |
| the physical contact as he improves. The instructor | | | | permitted only under the closest supervision of an |
| must guide the performer so that he will be sure to | | | | experienced instructor. |
| get the feeling of the whole performance from the | | | | General principles relating to the instructor. |
| beginning. | | | | 1. Analyze each exercise for danger elements before |
| Second, spotting is very much a matter of handling | | | | trying to teach it. |
| weights. Weights are always lifted with the big leg | | | | 2. Consider all the types of spotting technique for the |
| muscles, not with the arms or back. When a man lifts | | | | exercise and decide on the most efficient. |
| or catches a weight, he gets under it. In tumbling, this | | | | 3. Prevent jars and shocking surprises. A jarring fall on |
| means that the assistant or "spotter" must keep | | | | the back in the first attempt at the forward roll or |
| close to his man, get under his elbows in somersaults, | | | | hand stand may discourage a performer from |
| and always be near enough to anticipate and prevent | | | | attempting further tumbling. |
| falls. Spotting at arm's length cannot be effective. | | | | 4. Know where the lightest touch will give the |
| In this study it was found that certain principles | | | | maximum of confidence. Give the performer the |
| govern the safety techniques as applied to all forms | | | | feeling of doing the exercise right. Too much |
| of stunt tumbling. These can be classified into three | | | | assistance does not give the feeling of doing the |
| divisions: those relating to the performer, those | | | | stunt, and confidence is not established. The touch of |
| relating to the instructor and those relating to the | | | | the safety man, without any assistance at all, |
| equipment used. | | | | establishes much confidence in the learning stages. |
| General safety principles relating to the performer. | | | | 5. Proper timing and position in relation to the |
| 1. Consider the performer as well as the exercise. Has | | | | performer throughout the exercise are of great |
| he the right mental attitude for the stunt? Has he | | | | importance. The safety man should be ready to help |
| the proper physical development? Has he completed | | | | his charge at any time during the stunt. |
| the preliminary work? Is he sick or tired today? | | | | An instructor who pays attention to himself and the |
| 2. The confidence of the performer should be | | | | student will keep themselves and their students safe. |
| developed in himself and in the safety man. The | | | | |