Gymnastics Is No Joke - Essay Example

? Gymnastics is no joke. And neither is dancing. Both require a mental and physical finesse that is by no means innate. Becoming a dancer takes rugged determination and a willingness to sacrifice time and energy. The flexibility and strength developed and utilized during training no doubt improve a person physically. In addition, the discipline required makes a person more powerful mentally. For instance, learning how to do a cartwheel is by no means easy. I found a variety of resources for learning a cartwheel, read the resources, and tested out the programs and details described. This was a challenge for me, as it took both thought and action. But once I honed in on a plan, I was able to successfully and consistently do a cartwheel. I even had to make the cartwheel more difficult, by incorporating it into a routine and also training on a variety of terrains. Outdoor and Adventurous Activities embodies and expands upon my cartwheel example by using physical activity to promote learning, health, and a positive self-image. There are a variety of other resources that use dance to promote education, like a professional dance team, the American Dance Therapy Association, and the Interdisciplinary Learning Through Dance curriculum. Performing a cartwheel requires a certain level of strength, dexterity, and skill. It is seen as a basic tenant of gymnastics, the foundation for more complicated moves. Given the proper training, I think most people could perform a cartwheel. But receiving proper training is not always easy. The technique involved in performing a cartwheel is not all obvious, so for a first timer it is often necessary to be under some instruction. Even for people who are able to do a cartwheel, being trained by someone more skilled can improve their form. Of course, not every can have a trainer at all times, so often we must depend on the information we can find ourselves to aid our cause. I wanted to look into a variety of ways to do cartwheels, so I found three different learning methods and tested them out. The first method, found on Cheerleading.about.com, was somewhat vague. The sum of the instructional part is, “stand in a lunge, knee bent slightly, arms up by your ears…reach forward with your right arm, kicking your left leg up… the left hand should follow… as it touches the ground, your right let should be off the ground also.” While there were some additional tips, the article concluded by saying the best way was to go to a gym and get professional help. While it seemed simple enough, I wasn’t able to do a cartwheel with this resource’s instructions alone. This article lacked depth, and seemed more of a definition of a cartwheel than an explanation of how to do one. The next article I found on the subject, on the Robbins Sports Blog, was much more helpful. Rather than just explain doing a cartwheel as the limb movements, this article touched on the subtleties that make a cartwheel work. It establishes the lead foot and starting positioning, then tells you to “put your weight on your back foot and point your toes on your lead food. Rock back on your back leg; then lunge forward into your front foot. Your front leg will bend, but your body should form a straight line with your back leg, body, and arms.” I found this to be a much more descriptive instructional segment for the beginning of the cartwheel. The article then explains the continuation of process, including bringing your arms to the ground, turning your body, placing your hands on the ground, and then pushing with your back leg to bring your body airborne. It even adds that a clean cartwheel should end with the body in the mirror image of the starting position. Even with the main description of the cartwheel explained, from starting position to what you should end up like, the article included additional tips. It suggested drawing a line on the ground to ensure you move in a straight line. It also added “your arms and legs should be completely extended.” One piece of additional advice I found especially helpful was to videotape the cartwheels so you can look back at them and see where you need improvement. This was the most effective method of learning a cartwheel for me. The third learning method I found was nice because it was multimedia. There was a video, but I couldn’t use the video itself directly since I would have to be able to see my computer screen. Instead I took notes on the short video and read the accompanying text. This method emphasized that a cartwheel is just a manifestation of a handstand. It also focused on making sure the body came up and vertical so that you wouldn’t fall. The instructions were not really detailed enough, but since I had a strong grasp of the subject from the second resource, this did not mean the third resource was worthless. This resource did add some vital tips that helped me improve my form, like locking your arms when you go over. Before, sometimes I would fail to lock my arms and would therefore collapse once my body was airborne. This obviously killed my technique and ended the cartwheel on the spot. One thing that was especially helpful with this resource was the description of what to do once the cartwheel was mastered, to try multiple cartwheels in a row without stopping and resetting. This was an interesting twist and helped me hone my skills once I was capable of doing one cartwheel. Mastering the cartwheel was especially helpful because it is simple yet showy. It is easy to incorporate a cartwheel in a sequence, adding some excitement to the sequence without being too risky. I added a triple cartwheel to my sequence, which was not very difficult to perfect with some practice. Some challenges in learning the cartwheel included that I didn’t realize I had to always have my arms locked, and I often tended to “head” right. By drawing a straight line on the ground and looking at videos of my technique, I was able to fix most of the problems I had, and then could move on. To learn the cartwheel originally, I tried out all the instructions of the three articles. Then, I focused on the second one since it seemed to be the most detailed. The second one had at least a paragraph devoted to each aspect of the cartwheel, while the other two resources had really only one paragraph that actually described the process. The second one’s advice on shifting weight was especially important in my decision. Once I had a decent grasp of doing a cartwheel, I utilized certain hints and parts of each article, still focusing on the second one though. Once I had the cartwheel mastered, I took advice from the third article and started doing multiple cartwheels in a row. I managed to do six in a row once. I also found that doing cartwheels in the sand was more challenging and required a bit more strength, so I tried to do those whenever I could. In all, the cartwheel was a relatively simple, easy to learn, and useful technique that is adaptable in many sequences. Outdoor and Adventurous Activities (OAA) are used to “help promote pupils confidence, self-esteem, interpersonal skills, lateral thinking, communication, thinking skills, team working, independence…” says the Norfolk City Council. OAA are used to present problems to children in a fun and interesting way, which they can then solve. This can be through a physical game or a non-competitive sport. These activities also build teamwork, as students have to learn to work together to accomplish tasks. Being together in a group, with a common goal, can also help break social barriers. Students immediately have a common interest since they are placed in a common situation. This brings them together, helps them socialize, and further improves their self-esteem. One especially strong selling point on the practicality of OAA is that they are so economical. It doesn’t cost much, if anything, to put together a nice engaging physical activity. Sometimes all it takes is a ball, other times imagination and free items can be incorporated. Thus, any school system, from the impoverished plains of Ghana to a wealthy private school in Bell-Air, can incorporate OAA. OAA transcend economic and social boundaries. This is so important in implementing a widespread program, since economic concerns are of a top priority, even in our relatively wealthy United States. An expensive program, even if extremely successful, is unlikely to succeed on a large scale. The money simply isn’t being placed towards such aims. Therefore, since OAA are especially affordable, they have a huge advantage over other programs that seek to instill the same virtues. The success OAA builds on what is inherently human, like teamwork, a desire to succeed over challenges, and to solve problems. One fundamental aspect of the OAA program is to utilize “progressive activities” that will not make kids shun the idea as a whole at the start. This can mean gradually making activities more involving and social. This keeps students from putting their guards up, and thus makes them more likely to be sociable. Once the bonds of OAA are formed on the field, they often carry over into the student’s personal lives. This means friendships are formed, making life happier for everyone. Also, as OAA instills confidence in students, they may carry over that confidence into their life off the field, in school and out of school. So, OAA can economically transform students, perhaps even revolutionizing their lives. OAA make students push their boundaries, challenge themselves, overcome obstacles and socialize. All of this helps improve them both as students and as people. The kinds of traits learned during OAA cannot be duplicated or taught in a classroom, but require the raw, personal discovery that only OAA can offer. Thus, OAA is a great tool for any teaching program. Dancing incorporates some aspects of gymnastics and some aspects of OAA. I looked at a few aspects of dancing, and how it is used to promote learning. I watched a video showing a dance routine, visited the website of the American Dance Therapy association, and examined a curriculum specifically tailored to learning through dance. All these three things expanded on the power of dance in their own way. The YouTube video, Step Up 2 The Streets- Final Best Dance, was a direct example of professional dance. It incorporated learning mostly through the use of teamwork, the importance of practice, the influence of determination, and the power of music. The dancers in this video no doubt had to work together and learn to appreciate each other, as their moves had to be perfectly timed or the whole routine would fail. Reinforcing, rather than fighting, each other is what helped make these dance routines excellent. Also, it is clear that the routines involved a vast amount of time and practice. In this way, dancing could help an individual understand the importance of practice to become truly good at something. Also, in the video it was raining very hard. The ground was slightly flooded, and all involved were soaking wet in an instance. That the dancers continued to perform their routine and didn’t make excuses showed their determination. This is no doubt a skill they learned through hours and hours of practice: they would not give up. Finally, these routines necessitated a deep understanding and memorization of the music and moves. The dancers had to learn the songs, the placement of each individual beat, and where the emphases were in order to time and place their moves. Also, the sheer amount of memorization required to ensure the routine consistently went as planned no doubt helped instill the importance of practice for one to really remember something. From the American Dance Therapy Association, I learned another way dancing is used to aid in learning. The ADTA helps empower people through dance, igniting feelings of hope that had previously been killed off by disease or pain. I think this is best an example of the transcending nature of dance, how it doesn’t discriminate against even the weak, how it can be used to uplift the body and mind regardless of age or condition. Thus, in this case the physicality and group essence of dance are used to help people restore their strength and confidence, in some cases even reigniting the will to live. The ADTA, to help encourage learning in an across Physical Education, promotes the power of dance. It shows that everyone can be positively affected by dancing. The lesson plan “Interdisciplinary Learning Through Dance: 101 MOVEntures” is the most literal interpretation of learning through dance of the 3 resources I examined. The Interdisciplinary Learning Through Dance lesson plan uses dance to encourage students learning. The plan says “each lesson is based on national standards and has been field tested with students in grades K-5 with positive results. In fact, both teachers and students enjoy the plans and the learning gained through Interdisciplinary Learning Through Dance: 101 MOVEntures.” The plan is a variety of “MOVEntures” which are short, physical adventures that engage the students both physically and mentally. Like OAA, the lesson plan encourages students solve problems, a skill that can be utilized in any subject. It is customizable, which shows the versatility of dance. Most importantly, dance is used to involve the students and keep them focused on the task. It is too easy for a student to just sit in a desk and be bored by a lecture and daydream. Being up and active requires some mental focus, and even more so if the physical activity is tied to an intellectual challenge. And so, the Interdisciplinary Learning Through Dance lesson plan utilizes dance as a means to engage and educate young children. We have now seen dance as a tool to help the old and young alike, whether professional or amateur. And so, physical activity, whether it is through gymnastics or dance or something else, can and often does play a vital role in the development of us as people. Students and teachers alike can benefit, both bodily and mentally, from physically engaging programs. I myself, through trying to learn how to do a cartwheel, learned a variety of things. I learned how to find out how to do things, how to examine resources, and how to create a plan for success. I experienced firsthand the confidence that can be gained through physical activity and conquering physical challenges. Thus, I am enthusiastic that OAA and learning through dance can continue to help people around the world, regardless of culture or economy. I hope to share the power that I have experienced, and hope that the benefits of OAA, dance, and gymnastics will spread around the world, as they all offer economical ways to instill invaluable lessons in people. Works Cited FAQ: How to do a Cartwheel, 2011, ‘Tips and Instructions on Doing a Cartwheel’, Cheerleading.about.com, [Online]. April 10, 2001. Available at http://cheerleading.about.com/od/gymnasticsandtumbling/l/bl_cartwheel.htm How to do a Cartwheel, 2011, The Lost Art of Hand Balancing [Online]. April 11, 2001. Available at http://www.lostartofhandbalancing.com/articles/how-to-do-a-cartwheel/ Lynnette Overby, Beth Post, Diane Newman, 2005, Interdisciplinary Learning Through Dance. 101 MOVEntures. [Online]. April 9, 2001. Available at http://www.humankinetics.com/products/all-products/interdisciplinary-learning-through-dance Outdoor Adventurous Activities, Updated April 15,2011,’What are Outdoor and Adventurous Activities (OAA)?’ [Online]. April 16, 2001. Available at http://www.schools.norfolk.gov.uk/index.cfm?s=1HYPERLINK "http://www.schools.norfolk.gov.uk/index.cfm?s=1&m=1942&p=516,index"&HYPERLINK "http://www.schools.norfolk.gov.uk/index.cfm?s=1&m=1942&p=516,index"m=1942HYPERLINK "http://www.schools.norfolk.gov.uk/index.cfm?s=1&m=1942&p=516,index"&HYPERLINK "http://www.schools.norfolk.gov.uk/index.cfm?s=1&m=1942&p=516,index"p=516,index Robbins Sports Blog, July 21,2006 ‘How to do a Cartwheel’, Robbins Sports, [Online]. April 7, 2001. Available at http://www.robbinssports.com/sports-blog/2006/07/21/how-to-do-a-cartwheel/ Step Up 2 The Streets- Final Best Dance HD 720P, Dec, 17, 2009. [Online]. April 10, 2001. Available at http://www.youtube.com/watch?v=pXSYnhdbxLk&feature=related What is Dance/Movement Therapy? 2009. American Dance Therapy Association [Online]. April 13, 2001. Available at http://www.adta.org/Default.aspx?pageId=378213 Read More