Safeguarding and Protecting Children

Do we follow best practice in our British Gymnastics clubs to safeguard children and vulnerable adults?

British Gymnastics has a very useful analogy to apply in any coaching scenario to check whether you’re applying best practice or not. It uses the catch phrase: Motivation – Duration – Perception. Here’s how it works…

Scenario 1: There is a club rule that no child can leave the room without permission. A parent might complain if they were to see a child’s exit being blocked.

Motivation:- The child’s whereabouts during a session is the responsibility of the coach. Parents leave their child with you and hand over responsibility to you, so it’s important that you are caring for them as a parent would, by always knowing where they are. If a child leaves the room, you should be aware they have left and why.

Duration:- Asking permission to go to the toilet or to get a drink is good practice and shouldn’t take more than 3-5 minutes. Equally if children are running off to mum or dad mid session, the coach needs to know why.

Perception:- Children asking to leave the room is a good thing as it means the coach and child are communicating effectively. If a child leaves the room without the coach knowing it could be a sign there is a problem; the the child should always feel able to ask their coach if they need anything.

Scenario 2: During stretching/ flexibility exercises a male coach walks around his competitive girls correcting hips and leg positions. He is bent over with his back to parents watching and a gymnasts’ expression looks unhappy.

Motivation: The coach is performing an important task ensuring the stretching is done correctly and safely.

Duration: British Gymnastics has specific guidelines on stretching and as coaches it is important we are always following best practice and are informed. If you’re not sure always seek professional advice and back up your practice with research and good reasoning.

Perception: It is important to consider what your actions look like to those watching, especially when those watching may not be as informed as you! It’s a good idea to position yourself where you and your actions can be seen to prevent any questioning of intentions.

The MDP model is well worth remembering and applying to any and all situations in your gym and can help you to see a scenario from a different perspective. Now onto what else we can learn about safeguarding our children in gymnastics…

Abuse in Gymnastics

What is ‘abuse’ in the gym? These points are directly from our governing body, so it’s important to remember them.

Types of abuse

  • Using physical exercise as punishment
  • Using physical contact/ supporting techniques to mask inappropriate touching of a child
  • Children being subjected to name-calling, constant criticism, unrealistic pressure to perform to high expectations
  • Failing to ensure the training equipment is safe and to ensure the environment doesn’t unnecessarily increase risk of injury e.g. room temperature, servicing
  • Unwanted physical contact, stealing/ hiding of personal items, being ostracised or ignored, threats and gestures
  • If you need to contact individuals use bulk messages and copy in the welfare Officer and Parent
  • Social Media and transport arrangements leave children open to abuse/ grooming

Safeguarding Your Gymnasts

Social media risks

  • Use a central social networking page to message not personal accounts.
  • Tell coaches to avoid circulating social media accounts and befriending those they coach.
  • Ensure data is kept in accordance with GDPR.
  • If you need to contact individuals copy in the Welfare Officer and Parent and don’t use a personal account
  • Be Polite, Professional, Helpful & Accurate in all your communications and avoid expressing opinions.
  • Only publish content that is age appropriate and relevant.
  • Be clear on the purpose and requirement of your communication before using social media.
  • Always seek permission from parents when filming or photographing a child and avoid them being recognised and located.

Check List for Clubs
*’members’ in this context includes children and parents

Your Welfare Officer has a dedicated email address and all club members are aware of it
Safeguarding is an agenda item in your Staff/ Management Meetings
Members know the staff structure, welfare officer and who to speak to regarding concerns
Regular feedback to parents on how their child is doing (and opportunities for parents to ask for feedback)
Gymnasts give feedback on key club decisions and give suggestions for improvement
Parents have opportunities to watch their child in session via viewing windows/ CCTV/ open viewing time
Staff understand the BG safeguarding policies, your club’s toilet procedures and pick up/ drop off policies
Welfare Officer details displayed with Regional officer details/ LADO (Local Authority Designated Officer) and BG Safeguarding officers
Welfare noticeboard includes codes of conduct, safeguarding reporting process, first aid information and where British Gymnastics and club policies and procedures can be found.

Next Steps

So what now? Coaches and young leaders should visit the British Gymnastics website and click on the blue ‘Safeguarding’ button on the home page. Visit the Child Protection in Sport Unit (CPSU) website for information, additional resources including photo and video consent forms. Familiarise yourself with your club’s guidelines including ‘acceptable use of technology’ and ‘e-safety’ policies. Ensure all coaches renew their safeguarding training every 3 years as well as staying up to date with legislation (your welfare officer can help with this) and ensure you’re following best practice as set out by your governing body.

Despite being a safe environment with all the best safeguards in place, abuse can happen. Though it may not happen on site your gymnast may find someone in your club who they trust to tell about abuse. This is called a disclosure and it is important that all adults working with children know what to do.

How to respond to a disclosure


Your club welfare officer is on hand to help and support you and your gymnast every step of the way and it’s important that you report to them as soon as possible afterwards. Welfare Officers have special additional ‘Time to Listen’ training as well as experience and they will know what to do next, ensuring the disclosure is handled appropriately.

Actions if Abuse suspected

The NSPCC Helpline is a free 24 hour service which provides help to anyone worried about a child.

0808 800 5000

Support from British Gymnastics:

  • Regional Welfare Officers
  • Safeguarding Officers North, East and South
  • British Gymnastics Safeguarding Office

Safeguarding/ Welfare Officers contact list

Further Reading:

Legislation: Section 11, The Children Act 2004

NSPCC 2018 Report ‘How Safe Are Our Children?’

I hope you found this post useful, it’s been in the pipeline for a while and attending a Safeguarding course was just the ticket to get me sharing my thoughts. If there’s anything you’d like to add, keep me posted and share a comment. In the meantime ~ keep bouncing! Bella x

Trampolining Blind

All things considered – or not when you are working with a participant who has sight loss.


The idea for this post has been rattling around in my head over a week now, and since I have the time and not the excuse I’ve decided to put quill to parchment, despite my thoughts being a little haphazard and not so well informed on the subject! Firstly, the context.

We’ve recently had several enquiries regarding sessions for individuals who have sight impairments, some from our local Blind Institute (RNIB). It’s brought some new faces, challenges and perspectives on a subject which, I’ll be first to admit, I’m a little rusty on. The new members have prompted a natural comparison with others I work with who have sight loss and I wanted to share the differences I’ve found working with them all.

I attended the British Gymnastics Disability Conference (now called the Inclusion Conference, where one of the subjects was how to ensure sessions are accessible for all. (I’m proud to say our gym does NOT have every mat and surface in the same colour, and can on the whole be navigated well by most attendees). That was just one of the things we took from the day, here’s a few others…

  • Not all people with sight loss are completely ‘blind’
  • Some people who are legally blind have tunnel vision or very limited ability to differentiate light, shade and objects around them
  • Not everyone with sight loss has a guide dog, a cane or sunglasses, don’t make assumptions – if in doubt, ask!
  • Blind people can and do text, go online, use websites and social media just like everyone else!
  • Often people with sight loss use adaptations such as software and technology to help them and the modern world is becoming easier and better adapted to people with sight loss.
  • Audio and video is a great way to reach people from the blind community and doesn’t take long or cost much to implement

Those are some things I took away from the workshop, now here are a few things I didn’t take from the workshop which I’d like to add – though some may seem obvious, it’s easy to forget at the time.

I’m blind, not deaf!

Always remember to speak to the blind person, not their carer/ support worker. Support staff are usually pretty good at picking up on your queues and can usually step in if needed without being asked e.g. if you say “Jay, shall we go up the steps?” the support staff will offer a hand if they need it automatically, and if not, the person is quite capable of asking for the assistance they need, you don’t need to spell it out.

Don’t assume they need your help! One scenario in particular comes to mind here: While working on a skill which required the use of a mat I watched a coach grasp the hand of the client and make them bend down to feel the mat was there. I know she was trying to help but when you consider:

  1. She’d told the person “I’m just going to get a mat”
  2. The person had used a mat before (they know what it is, so why show them?)
  3. She’d returned dragging the mat onto the trampoline, with all the sensory input that entails (if you didn’t know what she was doing, you do now!)
  4. The mat was placed directly behind the person’s feet, so they already knew it was there

Hopefully you would come to the conclusion that this step really isn’t necessary, and furthermore perhaps asking them if they wanted to feel it or allowing them time to locate it themselves without prompting would be better, as I thought this approach could be a little demeaning. Tiri Hughes one of the British Gymnastics Disability Ambassadors said there’s a big difference between something she’s familiar with, such as an every day object or task and something she’s never experienced, so visiting a new gym offers new and different challenges to her home gym which she is very familiar with – though she still trips over a mat that’s been moved or a layout change someone forgot to mention! Meet Tiri and other ambassadors of our brilliant sport here.

Not everyone who is blind is the same. Now I know this seems a little obvious, but what I’d like to point out here is the differences I noticed having worked with a number of people who are blind. I think some of the differences can be explained by an individual’s confidence with the activity and who they are with, some might depend on whether their sight loss is all they’ve ever known or a more recent change in circumstances as well as their personal experience and different personalities.

One person I work with has been trampolining for years, is fairly confident and can jump independently, but likes to know you’re there. He is very capable, but will employ selective hearing techniques if he’s feeling lazy or you’ve not worked with him before. I’m always amused how many support workers will put his shoes on for him, just because he hands it to them, rather than placing it on or near his feet and expecting him to do the rest. This gentleman is much less confident getting on and off the trampoline than he is once up there.

A newer teenage girl I worked with briefly was quite different, to the point of not being confident in standing up on the trampoline’s uneven surface at all. I think the fact she had lots of different staff with varied or no experience working with her on a daily basis didn’t help. A lot of the time staff forgot things like telling her where a step or uneven surface was, so she’d stumble, or helped her to the point they became a hindrance and made things more difficult. I learnt quickly that the sound of a coach’s voice is critical and ideally where possible should be the only voice working with her. It helped her to know where she was and orient herself based on where I was. As we worked together her confidence and repertoire of skills increased, as did my confidence in making sure staff helped her when she needed it and stood back when she didn’t. Before she moved onto pastures new, she’d learnt the layout of out centre sufficiently well enough to walk across the room on someone’s arm without being told where uneven surfaces were (she remembered from previous visits), sit herself down near ‘her’ trampoline and make her way on and off the trampoline on her own with just oral assistance- such as counting how many steps up or down and reminding her to follow the wall to her seat.

More recently we had a young lady come along who I think one of our coaches described as ‘brave and very gun-ho’. Her bubbly personality and confidence were refreshing, though we had to careful at times for her own safety, which didn’t seem to bother her too much! I had to be careful to keep my professional hat on as we had a lot in common and in different circumstances I would very much have liked to be friends. This young person had grown up without limits and a trampoline in the garden at home, so much of the basics were already there. There are others whose stories I could add, but I think these three probably give an idea of different experiences and perhaps a little insight on each person’s uniqueness and how we adapted to work with them – and their escorts…

Welcome your visitor’s assistance dog/ any other assistance they have, just as you welcome them. I’ve got to be honest, I’m not really a ‘dog person’ so if I see a dog, I’m not automatically going to come over and chat to you and ask to stroke your dog, but assistance dogs are a crucial part of some people’s lives and their welfare is just as important as your clients, whether that’s remembering not to fuss the pup (most working animals shouldn’t be petted without prior permission from the owner) or something else they need. I found this article ’10 Things Service Dog Handlers Want You To Know’ by Kea Grace very useful and insightful. Particularly the idea that you should view a service dog as medical equipment, so just as you wouldn’t ask someone to leave their wheelchair ‘over there’ or talk to the wheelchair, so you shouldn’t with their service dog.

I hope you find my input useful and I’d welcome any questions and feedback. Remember the people on my blog are anonymous and details are deliberately kept vague as much as possible to protect them.

Until next time, Keep bouncing!

~ Bella

Challenging Behaviour 1

Challenging behaviour and it’s effect/ my response as a coach.

father and son conflict

Today I was on the receiving end of challenging behaviour. It was the individuals way of telling me they didn’t feel comfortable with the situation they were in. Because it was a behaviour and as a direct response of something I asked that person to do it left me questioning myself. As a coach I always try to be the best I can be and when it seems I fall short of that standard for whatever reason I start to doubt myself; did I ask too much of them? Did I move a skill forward before they were ready? Was my support of that skill incompetent, therefore leaving that person feeling unsafe? Is progressing a skill what that individual needs or wants?!

I think sometimes as coaches we can sometimes lose sight of a participants reason for taking part and allow ourselves to make decisions for them. Are we doing things for the right reasons? Have we become so preoccupied with the big picture or long term goal that we’ve lost sight of the individual and what they want.

Thanks a blog is so full of questions I guess it does show exactly where I am in the thought process here- I’ve not yet made my mind up about the scenario today and I think it needs a) further thought from me but also b) another perspective. I’m going to speak to the participants old coach and find out how they used this progression and see if they can shine some light on the matter and help me to feel better and more confident about what I do going forward. My personal goal is to prevent any further behaviours as to me this is a clear indication by the individual that we’ve not quite met their needs at the time. If the reason for that turns out to be me failing at the support, then I’ll have to rethink whether I should be doing that progression. If I picked the wrong day/ time to use the progression then I think I need to get to know the participant better and pay more attention to them and less attention to what progress I want to see out of a session. Ultimately the #lessonlearned here is that it’s really important as coaches that we always have the individuals needs front and centre of our mind and place them ahead of our own and ahead of any of our goals. I don’t think there’s ever a time when the goal for the individual comes before their present needs.

There was another situation that occurred recently that I felt bad about and have already vowed to change, and that is when another coach and I became too involved in a discussion for our own benefit during a session; so much so that the client we were working with received very little feedback or engagement from either of us. That wasn’t fair on them, so I’ve already made a mental note to stay client focussed and always ensure that the client’s needs come first.
I hope this is at least food for thought, and relatable to other aspects of coaching and life despite perhaps not offering much of a solution! If you have any suggestions let me know in the comments below! In the meantime…

Keep bouncing! ~Bella

Raise The Bar

Sometimes not knowing where the bar is can help your performer reach it…

qgwaczuzsmui569xpz0h_gymnastics_barsSounds mad right? I’ll explain. I recently attended a coaches development workshop with a few coaches all working towards the level 3 qualification(s) in Trampoline. If you don’t already know; there are four modules with different skills and you can work on up to two at a time. In order to ‘pass’ competency must be shown of the taught skill and your ability to catch it. The workshop was set up by myself and group of coaches predominantly from the same club, but we work with different performers at different venues and so some of the kids we were working with we knew of but either hadn’t worked with before or it had been a long time since we’d worked with them.

The conclusion I came to was that one of the coaches was surprised by her athlete’s willingness to complete a prep skill without the mat. Now I’d worked with the performer one or two summers ago and remembered her having done this skill (a 3/4 back SS* *somersault to front landing) directly to the trampoline and having been competent then, so felt not qualms about asking her to perform the skill without the mat. Her main coach stepped in and clarified to her athlete that she knew she didn’t like doing these and we weren’t going to force her to do anything she didn’t want to do… Can you imagine the response from the performer?

Much to her coach’s surprise, she replied that no, it was fine, she’d be comfortable doing it without the mat. (My reasoning behind asking her in the first place was to work the cody progression 3/4 back SS, back pullover; my theory being if she’s not progressed a year later, she needs to work this little step for about as long as the 3/4 back before maybe even considering she might be capable of taking it any further.)

I saw the surprise on her coach’s face and it got me thinking… If you know, or think you know exactly how far you can push your performer, perhaps as coaches we could be preventing or slowing down a gymnast from reaching their full potential – by not pushing them that little bit further. I’m hoping to ask the coach what she’ll be expecting from the athlete at the next session/ in the future with regards to this skill, so will keep you posted!

‘Ten years of coaching without reflection is one year of coaching repeated ten times.’ Nick Ruddock

Here’s another example; we’ve recently had a performer (lets call her Hettie) learning a ‘full’ (Full twisting back SS), but it’s frequently short of twist, despite also making it 3/4 of the way around on most occasions. We put her in our new twisting rig to see if we could aid the twist without the fear of flying off the trampoline, and again the same result. After much analysis and giving the gymnast all the tools the coach could think of, Hettie was still coming up short. But I didn’t think it was because she didn’t have all the skills and knowledge she needed and how they needed to be applied… I wondered to myself if perhaps the gymnast indeed had all the skills and the know how she needed, but was simply over thinking the technique and analysis of the skill and not giving it all she got.

I was spotting and briefly discussed with the gymnast the benefits of the rig and how she could leave all inhibitions aside, not think about all the skills’ steps and techniques we’d given her and just trust that her body knew what to do and how so all she had to do was “allow herself” to do it (try her best to get round to where we wanted her. Aided with that, and a call of ‘twist’ just after last contact to ensure this was initiated early enough, Hettie made it the full 360 on the very next attempt; and the one after that. She was beaming. I can now confirm that a few weeks later Hettie now has the skill nailed!

Sometimes a different expectation of the gymnast and a pep talk from someone else can be just what’s needed for a gymnast to take that leap of faith. The overall lesson learned here I’d say is that there is huge benefit to a second pair of eyes.

I think I now see the purpose in a summer camp away from your usual coaches where you can go work with other coaches and performers on skills in a different environment where the usual bar isn’t there. I know on the rare occasion I visit my old club in the South that I do sometimes get the opportunity to try stuff I usually wouldn’t do here. (Incidentally they are often incredulous I’ve not yet tried some skills, but that’s a discussion for another day!)

How could you Raise the bar in your club?


EQ – Emotional intelligence in coaching

The first thing I was told when I started working in the field of Disability Gymnastics is that it would make me a better coach.

There are skills you hone in this field that are important in all walks of life, but absolutely critical in this line of work. Here’s the first of hopefully many examples of skills I’ve been honing over the months and years I’ve been working with children with special needs.

Emotional intelligence

Emotional intelligence is something that coaches should have in abundance due to the nature of our interactive roles.


Each time I work with a child whose behaviour is not A-typical I have to make the conscious decision as a coach not be frustrated and instead to think of a creative way to get to the result I’m after. Often children who are not neuro-typical or who have a learning disability don’t think or feel the same way we do. They’re not ‘naughty’ kids, they’re just wired differently; they can’t read frustration or urgency so these are useless emotions to share with them. They can understand praise and a smile and many know a high 5 as a good thing, so these are positive behaviours to display and set an example for children to learn from.


How To Coach

I’m undertaking a L1 qualification in a new discipline, so I’m going back over the tips on how to be a good coach. Here’s a few of the tips and pointers I’ve come across in part one of the course.


To be a good coach, you need to be an effective communicator. It’s not just a one way street though, you need to be able to send and receive a message successfully. This includes being aware of potential communication barriers that could prevent your message getting across. To ensure communication is effective, you’ll be wanting to check with questioning and feedback if your communication was effective.

Are you able to get your message across without misunderstanding in a simple, succinct way? Are you able to vary the types of communication you use in order to increase effectiveness and engagement?

There are 3 types of communication: Verbal, Non-verbal and Questions. Some examples of each which you might use in your coaching include:

Verbal- Giving an instruction of what you would like the gymnast to do.

Non-Verbal – Show gymnasts a video demonstration of the skill or technique you are looking for, or employ a ‘Bendy Wendy doll’ (below) to assist!


Questions – after a demonstration by one performer, question others for feedback and greater understanding of the skill executed.

Communication Barriers

Reasons your communication could be misunderstood or misheard include the environment, a disability, expectations of what is being communicated, attention and the language used to communicate in the first place.

In working with preschoolers I’d assume lack of attention is a significant barrier in a child knowing what you want them to do. It’s too easy to be distracted in a big hall with lots of interesting things to do and play with!

Someone with a disability such as sight loss isn’t going to be able to learn through a demonstration or video, so that’s disabilities should form a key part of your session planning – have you thought of an alternative way form that person to learn?

Using Instructions Effectively

Stop and gain everyone’s attention, outline your Aims, explain What you will be doing, give a reason Why we’re doing it, explain How and Who will be doing it, define When or for how long and Check everyone understood.
Good coaches are good listeners! Don’t just use instructions, define and explain the relevance of an activity – when was the last time your gymnasts were reminded why they warm up?

Don’t make assumptions
Be clear and specific
Give examples and alternatives
Set Boundaries
Combine instructions with different coaching styles

The three main coaching styles utilised in gymnastics are:

  1. Show and tell – ideal when a skill is new or more risky
  2. Set up and stand back – Great for experiementation and gives gymnasts some freedom/ control
  3. Question and involve – A great motivator and encourages thinking and self-development  NB. Open questions are often more useful as coaching tools

Coaching Styles work hand in hand with different Learning Styles. These include: Visual – learning through watching a demonstration. Kinaesthetic – learning through physical practice or experience. Auditory – listening to instructions. Adapt your style to meet not only the needs of the participants but also the requirement of the activity. Most coaches will develop a general style that works in certain situations, but try to vary it a little to keep everyone engaged.

Below are some really good examples about how the language and types of questions we use as coaches can help to better the types of responses we are looking for from an athlete. Examples of Open versus Closed Questions:

Closed: Are you happy with…

Open: How could you have improved…

… your performance today?

Open: What did you enjoy about…

Closed: Did you enjoy…

… today’s session?

Closed: Please can you…

Open: Why do you think we…

… do it this way?

There are times when open questions can be less helpful due to their less specific, abstract nature. If you’ve noticed a specific part of a skill that you would like the participant to think about, you may need to be more specific when referring to it to get the desired response. Specific questions or feedback are best for encouraging thought and encouraging motivation for a positive change. Questions which cater for preschool aged children and individuals with a learning difficulty would be different to those for older children or adults.

Try to include all participants, especially those who are quieter or easily distracted

Take time to practice good listening behaviours

Make a note in your session plan of relevant open questions you might ask participants

If feedback is always positive or always negative the participant can become demotivated

Good feedback should help to reinforce or change what we do – it is most useful with both positives and negatives as well as reflection and planning for next time.

Look for positive outcomes when presented with negative feedback. Give your own feedback in a sandwich- positive, negative, positive.

In the next post: Session Planning and Safety! I hope you’ve found this insightful, and if nothing else, it’ll make a great revision aid for me.

In the meantime, keep bouncing! Bella ~ 😉


Warm Ups

Some warm up ideas I’ve gathered – I’m hoping to try each of them out and recommend what works with the different groups I work with. I’ve also outlined the important aspects of warming up participants.

Fun – Can you use a game to warm up participants? These could be Competitive, against the clock or another participant, (avoid elimination games so everyone is warming up), Cooperative to encourage team work and Command games which focus the mind, encourage listening and remembering as well as the ability to react with good control and timing. Try to mix it up a little, always doing the same game is not fun.

Help Deliver Session Goals – Does the warm up prepare participants for the session you have planned? It’s important that the body and mind are focused on the session ahead.

Raise Pulse with fast movement such as running, jumping etc.
Activate Muscles with strength and balance exercises
Increase Flexibility with dynamic stretches

The pulse raiser is designed to circulate the blood flow into the muscles, increase alertness and raise heart rate.

One, Two buckle my shoe,
Three Four, knock on the door,
Five, Six, pick up sticks,
Seven, Eight, lay them straight,
Nine, Ten, a big fat hen.
One, Two, go to the zoo
Three, Four, the lions roar!
Five and six, Monkey in a fix,
Seven and eight, birds on a skate,

B.I.N.G.O. There was a farmer who had a dog, Bingo was his name-oh! B-I-N-G-O, B-I-N-G-O, B-I-N-G-O, Bingo was his name oh! [Replace first letter B with action & repeat, then first and second letters with actions etc until entire name is replaced with actions.]
B = Wave arms side to side
I = straight jump
N = touch your toes/ tuck shape
G = star jump
O = turn around

More nursery rhymes: Hickory Dickory Dock, Wheels On The Bus, Miss Polly, Bingo, Wheels On The Bus, One Two, Hokey Pokey, Wheels On The Bus, Incy Wincy Spider, Rig A Jig, Ringa Ringa Roses, I’m A Little Teapot, Old Macdonald, Head Shoulders Knees, Wheels On The Bus, Five Little Piggies/ 3 little monkeys, Rain Rain, Baa Baa Black Sheep, Ten In The Bed, Finger Family, Two Little dickie birds, Jack And Jill, Five Little Ducks, Humpty Dumpty, If You’re Happy, This Old Man, Rainbow song, Alphabets

Warm up 4’s:
Shake each wrist in the air 4 times
Circle each arm backwards 4 times
Circle each arm forwards 4 times
Turn your head looking left to right 4 times
Look up and down 4 times
From star shape bring right arm to left foot and left arm to right foot 4 times
Feet together and straight throughout stretch above head and down to toes 4 times
From star shape bend knee ‘skiing’ left and right 4 times
Leg swings on each leg 4 times
Hopping on each foot 4 times
Toes raises on each foot 4 times
REPEAT FROM THE TOP, counting faster this time.

Rebound Game

Hoops in a circle with ropes in between, use a different jump per hoop eg. tuck, star, straight jump, twist.

Gymnastics combines the science and art of balance and movement.

BG Academy Video