Gymnastics Coach Duties

by Linda Ray, Demand Media 

Gymnasts rely on their coaches to learn techniques.

While your primary job may be to teach students the technical aspects of gymnastics and motivate them to improve
under your tutelage, there are a slew of other responsibilities that typically fall to the coach. In addition to meeting
the needs of your students, you’ll be expected to answer directly to your agency or school and to the parents of your
students.

Planning
It’s up to the coach to plan practice sessions, competitions and travel for the team. You set up the schedule for which
gymnasts perform which routines during training. Whether you directly supervise the training or lead a group of
assistant coaches, you’ll most likely be the one setting the training and competition schedules. You’ll plan the
schedules of each gymnast, including when it’s appropriate to move onto more difficult routines. You’ll need to plan
your own time to attend competitions, staff meetings and meetings with parents and students. Additionally, you may
be required to attend conferences and workshops to stay on top of the sport and its continuing rule changes.

Follow-Up
You need to keep a roster of contact information for all your students and their parents. In addition to notifying
parents when a student receives an injury, as the coach you’re responsible for keeping up with your students to make
sure they attend the requisite number of practices to be eligible for competitions. You need to inform parents of
these obligations, as well. You’ll keep attendance and occasionally you may need to call a gymnast who has missed
practice to find out the students’ current status and commitment to your team.
Equipment Maintenance
You’re the one on the front lines every day, working in the facility and using the mats, bars and other gymnastic
equipment. You and your students will be the first ones to notice damaged equipment and dirty facilities. It’s your
duty to either fix problems when they arise or hire someone to do it. If you work for a high school or university, you
may have to fill our requisition forms to request repairs and complete budgets to purchase new equipment.

Parental Control
According to Olympics gymnastics coach John Geddert, one of the most difficult duties for a coach is managing the
parents of aspiring gymnasts. The parents typically pay for the training and often come with expectations for the
coach and their children. It’s your duty to communicate honestly with parents about the abilities and progress of
their children while trying not to alienate them or make them angry. You need to develop effective communication
skills to give parents all the information they need to support their children, such as getting them to practice on time,
make sure they get sufficient rest and nutrition and support the rules of the gym. At the same time, you will face
parents who are unhappy with their children’s progress, and it’s your duty to speak honestly with them in an
appropriate private setting and explain the issues going on with their children.

Job Description of a Gymnastics Coach

by Denise Brown, Demand Media

A gymnastics coach must be familiar with all the equipment used in the sport.
Gymnastic coaches work with amateur athletes of all ages. A coach who works with young children might have a
different job description than one who works with college gymnasts competing at a collegiate level. In either setting,
the coach refines the gymnast’s skills and helps students succeed in the sport of gymnastics.

Education
The level of education required for the job is dependent on the educational setting. A gymnastics coach working in a
private setting with young students may only need gymnastics experience. Coaches who work in public institutions
on the high school or college level need to meet their state’s teaching guidelines. In most cases, the coach must have
at least a bachelor’s degree. Colleges typically require a master’s degree or above. Coaches must complete a USA
Gymnastics course in safety and risk management certification, which addresses the primary risks in gymnastics:
injury and lawsuits. The course is offered online and in designated locations, and coaches must take it every four
years. First aid and CPR training should also be on a coach’s resume.

Duties
The primary function of a gymnastics coach is to develop an instructional program for the gymnastics students. The
coach must observe and spot athletes as they perform on the various apparatus. This may include some physical
contact and lifting, especially with smaller children. As the coach prepares his athletes for competition, he must
choreograph routines and select music for floor exercises. Coaches work with the school’s athletic director to
coordinate meets and to make travel arrangements.

Skills

The coach needs to be able to demonstrate gymnastics skills to his students. He should be able to plan and direct
day-to-day operations of the gymnastics program. This includes performing routine office tasks, such as scheduling,
on a computer. Collegiate coaches need good communication skills because they must be able to recruit team
members and maintain a positive relationship with program donors and school alumnae. They must work within a
large organization on a fixed budget.

Job Outlook
The U.S. Bureau of Labor Statistics predicts that the demand for all coaches will increase by 29 percent between
2010 and 2020, faster than the average for all occupations. The demand for gymnastics coaches, especially for girls,
is likely to follow a similar path as more health-conscious parents look for well-developed programs for their
children to participate in. Typically, coaches with college degrees have a better chance of getting a job. The salary of
a coach depends on the educational level. Colleges and universities pay, on average, $39,750, public schools average
$22,670 and recreational sports centers average $28,850.

Gymnastics Coaches' Code of Conduct

by Scott Thompson, Demand Media
Gymnastics coaches must follow both national and club guidelines.

USA Gymnastics is recognized by the International Gymnastics Federation and the United States Olympic
Committee as the authority for all gymnastics competition in the United States. The USA Gymnastics Code of
Ethics is the definitive source for ethical guidelines for American gymnastics coaches. However, individual clubs
may have in-house codes of conduct for their coaches and staff.

Rules for Interacting With Others

The USA Gymnastics Code of Ethics has guidelines for the interactions among coaches, competitors and gymnastics
clubs. The guidelines mandate safe conduct and instruct coaches not to put competitors in physically dangerous or
emotionally damaging situations. Coaches are forbidden from trying to sabotage the performance of competitors
from rival clubs. Coaches are instructed to avoid verbally or physically abusive training methods, although the code
acknowledges that coaches differ in their approach to training. The code prohibits discriminatory practices, and
forbids coaches from trying to bully judges to influence a decision. The code also requires club owners to refrain
from unfair business practices.

Rules for Administrative Matters

Three sections of the USA Gymnastics Code of Ethics deal with the administration of gymnastics competitions,
procedures for handling appeals and complaints, and the relationships between USA Gymnastics and its members
and participants. The guidelines in these sections require coaches to follow official procedures for appealing
decisions, to refrain from disruptive conduct at gymnastics events, to avoid falsehoods and misrepresentations about
the medical condition of competitors and to refrain from misrepresenting official policies in their communications
with other members.

Related Reading: 
Rules on Misconduct
The USA Gymnastics Code of Ethics has sections dealing with the abuse of drugs and alcohol and the use of
performance-enhancing drugs banned by the Olympic Committee. It forbids criminal conduct of other kinds, sexual
misconduct and sexual relationships between coaches and competitors. For the most part, the code is only concerned
with criminal acts affecting minors. However, felony convictions for other types of crimes can also be considered a
violation of the code depending on the situation. The code does not absolutely ban all sexual relationships between
coaches and competitors, but allows them only in situations where the competitor unquestionably has the ability to
meaningfully consent. Finally, the code requires coaches to seek ongoing professional development and to avoid
professional conflicts of interest.

Club Rules
The codes of conduct used by individual gymnastics clubs may differ in various details from the code of USA
Gymnastics. For instance, the code used by the L'Hirondelle Gymnastics Club specifies that coaches should not
drink alcohol just before or during class, and should never allow competitors to sleep over at the coaches' house.
Even though these specific injunctions are not found in the USA Gymnastics code, they address the same issues.
The rule against allowing sleepovers by competitors is to prevent situations where sexual misconduct could occur or
might be suspected to have occurred. The rule against drinking alcohol while coaching is in the spirit of the broader
rules against the abuse of alcohol in the USA Gymnastics code.

Overview
The Olympic Movement officially recognizes women’s and men’s artistic gymnastics, women’s and men’s
trampoline and women’s rhythmic gymnastics as Olympic gymnastics sports. Each sport requires specific
equipment to compete in each event in the particular style of gymnastics.

Women's Artistic Gymnastics Equipment

Women’s artistic gymnastics events include the balance beam, uneven bars, floor exercise and vault.

The balance beam stands 1.25 m above the mat. The gymnast executes skills that require balance, such as leaps, flips
and handstands, on the 10 cm wide apparatus.

The uneven bars apparatus consists of two wooden bars held together by an adjustable metal frame. The gymnast
adjusts the bars according to her height and preference, typically raising the high bar to about 2.4 m and the low bar
to 1.6 m above the mat and spacing them about 1.8 m apart.

The 12 sq m carpeted floor apparatus contains springs or foam padding. The gymnast performs a tumbling and
dance routine choreographed to music utilizing the entirety of the mat.

The vault apparatus is a solid platform placed at the end of a 25 m long runway. The gymnast sprints down the
runway, hurdles onto a springboard and performs various handsprings and jumps over the vault apparatus. 

As the name suggests, a springboard consists of springs coiled between two boards. In addition to vault, the gymnast
may use a springboard to mount the beam or uneven bars.

Men's Artistic Gymnastics Equipment

Men's artistic gymnastics events include the parallel bars, high bar, still rings, floor exercise, vault and pommel
horse.

The parallel bars apparatus consists of two parallel wooden bars supported by a metal frame. The gymnast utilizes
the bars to perform various swinging and balancing skills.
The high bar is a single bar standing 2.75 m above the ground on a solid metal structure. The gymnast swings on the
bar, performing various grip releases and re-grips. 

The still rings hang from flexible straps 50 cm apart and 2.75 m above the mat. The gymnast grasps the unsteady
rings to perform skills that require body stillness and core strength.

The equipment used for the men's floor exercise and vault are identical to the women's equipment.

The pommel horse is similar to the vault apparatus but has two handles called pommels attached to the top of the
platform. Gymnasts demonstrate strength and agility through coordinated hand placements and body movements
over top of the apparatus.

Women's Rhythmic Gymnastics Equipment

Women’s rhythmic gymnastics events include the ball, hoop, rope, club and ribbon. The gymnast incorporates the
equipment into creative movements as she dances and tumbles. Gymnasts compete in each event on a 13 sq m
carpeted mat.

The ball, made of rubber or plastic, is 18 to 20 cm in diameter and weighs at least 400 g. 

The hoop, made of wood or plastic, must have an inner diameter of 80 to 90 cm and a minimum weight of 300 g.

The rope is made out of hemp and is knotted at each end. The height of the gymnast determines the length of the
rope.

The gymnast uses two clubs for this event. The clubs, made out of wood or plastic, resemble bowling pins. The
minimum weight per club is 150 g.

The ribbon is a 7 m strip of satin ribbon attached to a wooden stick. Holding the stick, the gymnast must keep the
ribbon in constant motion throughout her routine.

Women's and Men's Trampoline Equipment

A trampoline apparatus consists of a nylon spring bed supported by a metal frame. The dimensions of a competition
trampoline are 5.05 m long, 2.91 m wide and 1.155 m high. By bouncing on the trampoline, skilled gymnasts can
reach 30 feet as they perform difficult flips and twists.

The Description of a Gymnast

Last Updated: Apr 10, 2011 | By Ivy Morris

Gymnasts Nastia Luikin and Shawn Johnson

compete at the 2008 Olympic Games. Photo Credit Julian Finney/Getty Images Sport/Getty Images

When many people think of gymnasts, they think of famous artistic gymnasts, such as Nadia Comaneci,
Bart Connor or Shannon Miller. But the world of gymnastics is far more than the artistic side. Gymnasts
come in all sizes, ages and disciplines. Anyone who practices a recognized gymnastics sport is a
gymnast.

Artistic Gymnasts
In artistic gymnastics, men compete on the floor, vault, parallel bars, high bar, still rings and pommel horse. Women
compete on the floor, vault, uneven bars and balance beam. When learning gymnastics, a gymnast usually begins on
the floor and progresses to the other events, using modified equipment, such as a low balance beam and low
horizontal bar. Elite gymnasts compete as individuals and as part of a team.

Gymnasts of All Types

Rather than competing on several different apparatuses, many gymnasts focus on one. Rhythmic gymnasts, who in
most countries are only female, dance and tumble using ribbons, hoops, clubs, ropes and balls. Men and women
aerobic gymnastics combine aerobics and gymnastics in floor routines. Acrobatic gymnasts work in pairs or in
groups of three or four, balancing on and tumbling off one another. Power tumblers are gymnasts who tumble across
an elevated spring runway, executing one acrobatic flip or twist after another. Another group of gymnasts competes
solely on the trampoline, either as an individual or with a synchronized partner.

Physical Qualities
Gymnasts are strong, flexible, and have superior balance and control. In women's artistic gymnastics, gymnasts
usually fall into two body types: thin and willowy like 2008 all-around Olympic gold medalist Nastia Luikin, and
short and muscular like 2008 teammate and balance beam gold medalist Shawn Johnson. The men are extremely
muscular, especially in the arms, as they must support themselves with their upper-body strength on the still rings,
parallel bars and pommel horse. Rhythmic gymnasts are less muscular because they do not have to power down the
vault runway like an artistic gymnast or tumble at the level of a tumbler.
 chalk is for bars, and it helps you not slip and rip your hands. you can also use chalk on the balace
beam, but it could ruin the beam. rosin is for the beam and not slipping, it can get really sticky and
have you not slip (: haha hops this helps :D

Characteristics of an Effective Gymnastic Coach

by Barbara Bean-Mellinger, Demand Media

Good gymnastics coaches are highly knowledgeable mentors who know how to motivate each student.

Related Articles
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 How to Be an Effective Coach
 Characteristics & Qualities of a Sports Coach
 Skills for a Coach
Talent alone isn't sufficient for a gymnast to progress and succeed. The right coaching is essential to make the most
of the gymnast's talent and drive. Some gymnasts succeed more with one coach's approach as opposed to another,
which is why elite gymnasts sometimes change coaches. Recreational gymnasts, too, often find they respond better
to one coach than another. The most effective coaches share certain desirable qualities.

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Knowledgeable Learner
Effective gymnastics coaches have good foundations in gymnastics. Many are former gymnasts who understand the
individual skills, how to learn them step by step and how to master them. They also have a great deal of training in
the art of coaching, through courses and learning from other coaches. Perhaps most importantly, the best coaches are
always interested in learning more. They keep up on the newest skills, coaching trends and the changing
expectations for athletes.

Good Communicator
Coaches must be able to communicate with their gymnasts on their level, which will be different for every gymnast
they coach. They need to explain techniques and what they expect the gymnast to accomplish. In addition, coaches
need to communicate with gymnasts' parents, other coaches and officials. To do this well, they must be
approachable and able to understand the other person's perspective.

Related Reading: Gymnastics Coach Duties

Positive Motivator
Most gymnasts respond better to positive motivation rather than negative methods. Young gymnasts need
encouragement and enthusiasm to continue in the sport, regardless of their ability levels. Older, recreational
gymnasts need positive reinforcement to acknowledge what they are able to accomplish. They cannot be expected to
accomplish what elite gymnasts can, but they improve because of the encouragement they receive. Elite level
gymnasts are typically detail-oriented perfectionists who can be highly critical of themselves and benefit from
positive feedback and a you-can-do-it attitude.

Individualizes Goals
Whether coaching at the recreational, team or elite level, the best coaches understand that every gymnast is different.
Each has her own talents and specialties as well as her own personality. Coaches who are able and willing to
motivate each gymnast to succeed at her own level, who sets appropriate goals for each athlete and who works with
each gymnast's personality as much as possible will be most successful in developing each gymnast to her fullest
potential.

Instills Confidence
In most endeavors, people who believe in their abilities are more successful than those who don't. This is true of
gymnastics as well. Students who believe they can accomplish a skill have a much better chance of doing so than
those who doubt themselves. Therefore, coaches who believe their students can succeed, and let them know they
have confidence in them, will in turn have the confidence to try harder and keep trying, and are more likely to
accomplish it.

10 Best Qualities of a Great

Gymnastics Teacher
Updated on May 19, 2013

Spring Into Team Invitational 2013

Source: own work: Kristi Amelung

Interview Question
What is the most important quality to have when working with children?

The answer written on 99% of every application received is PATIENCE. Wrong!

The correct answer is: you have to love kids.

So let's take a look at the 10 best qualities you need to have if you want to be an excellent
gymnastics teacher.

Teaching Fundamental Gymnastics Skills

 Buy Now

 
 Spring Into Team Invitational 2013

Source: own work:Kristi Amelung

Spring Into Team Invitational 2013

Source: own work: Kristi Amelung

More Good Nuggets To Know

When kids come to check in for class:

 Know your students by their names when they walk in the door. If you're really good, remember
their first, middle and last name - boy will they feel like a movie star! And that's what is
important - making them feel GOOD!
  Remember special things about them such as where they went on vacation if they were gone
the last week, or if they were ill the last week - tell them you missed their smiling face!

 Ask them details about themselves such as, "what is your birthday?" or "what is your home
address?" Get them to think about important things they should know and be able to recite.
Every once in a while I will throw in something funny such as, "Can I see your driver's license?
How do I know you are really Sally?" Kids love it when you make them laugh.

 Remember that continuity is IMPORTANT with children so having the same teacher every
week makes a big difference for 1. their comfort 2. their development 3. their progress.

 The real customer is the parent. If the children are happy and having fun, the parent - customer
is happy. Make sure that you take time to give positive feedback to parents after each class.

So You Want to Teach Gymnastics?

As a general manager and person who hires gymnastics instructors, once I have gone over the
application and references I schedule the interview. The first things I look for in a potential candidate
at our initial greeting are:

 Do you look me in the eye?

 Do you shake my hand when I offer it?

 Do you smile at me and seem confident?

Each potential candidate who makes it through the interview process is given a chance to team
teach before they are hired. Once they are out on the floor with the kiddos, this is what a gym
program will typically look for:

 Energy, Vitality, Zeal, Zest!

Instructors should be bubbly, happy and smiling at the children from the moment you first make
contact until they kiddos are out the door. Students should be excited to see the instructor at every
meeting. Typically, classes begin with circle time or a warm-up. This should be filled with fun, fun,
fun! If the instructor is embarrassed about being boisterous or being the center of attention, they may
not be the right candidate for the job. They want someone who can hold the attention of the group
and make the kidssmile!

 Eye Contact.

It's important that instructors make eye contact with the children. Eye contact establishes respect,
lets the child know that they are speaking to them directly and that they are listening as well. It will
also ensure that the child understands what the instructor is explaining. If the teacher is speaking to
the child and looking somewhere else, how will the child know if the instruction is meant specifically
for him or her? Eye contact is very important.
  Work with all of the children in the class.

Instructors should make sure that every student gets a turn at each station. If there are too many
stations for the kids to go through in an organized manner, take down as many stations as you need
to so that the kids can move through the stations easily making sure everyone is taking a turn. Since
you are an active teacher, you will be constantly moving throughout the stations, making eye contact
and giving positive reinforcement along with one simple correction at a time.

 Get involved, be attentive, be a constant part of the action.

Instructors should be very involved in the class. Because gymnastics requires so much body
awareness, it may be difficult to verbally explain how to do a bridge to a 5 year old. If you can
physically help them by gently leaning them backward over a mat or mailbox (as we call it) while
spotting them, you can teach them how to do a bridge by being "hands-on". Teachers who don't get
involved in the class are not as successful. Our job is to teach gymnastics. In order to do that, we
have to get down on our hands and knees, poke, prod, pull, push, run, jump and sometimes catch -
it's exhausting but it's worth it.

Young gymnasts learning to stretch.

Source: own work: Kristi Amelung

 Maintain a high level of energy.

It's a well known fact that if you are enjoying what you're teaching, you class will be enjoying it too.
Happiness is contagious. Teaching children requires that you start, maintain and finish with a high
level of energy. The last thing you should do as kids are leaving is give a high-five or a foot-five
(high-five with the foot) and tell them how awesome their forward rolls and straight-arm front
supports were today and that you will see them at 4:00 pm sharp next Tuesday for class! You just
reminded them what they did in class so they can tell mom or dad the skills you worked on - now the
customer knows exactly what gymnastics their child is learning.

 Work on a variety of events and stations - mix it up.

If you are allowed to make your own lesson plans, be creative. Refrain from doing the exact same
stations every class. The more you introduce your students to, the more skills your class will learn.
Make sure that you visit every event that is available to you. BE PREPARED BEFORE your class
begins. If you aren't prepared to teach it will show.

 BE CONSISTENT

When you are consistent you will make sure that kiddos have straight arms and legs, pointed feet,
start and finish in a lunge, pin their arms to their ears and perform with correct technique. Upper
level coaches will love you if you teach kids correctly because they will not have to re-teach the
fundamental skills. The beginner level instructors have the hardest job in the industry because
it's their responsibility to lay down the foundation for the career of the athlete.

Source: Edge Gymnastics 2013

 Supervise and control your class - don't allow them to run amok.

It's important that you teach your kiddos to stand in line and take proper turns. This is especially
important to teach to the younger kids because it's a social skill that is necessary for children in
public, school and in life. Kids don't automatically know how to stand in line, they learn it. Once the
teacher has taught the children to stand in line and take turns, it's important that they begin to work
on stations. This is one way kids begin to learn problem solving skills.

 Communicate effectively and use positive reinforcement.

Use simple statements and positive reinforcement. If you are giving a correction or feedback and
your student is not understanding, don't ignore it. Find another way to say what your trying to say.
Don't allow yourself to become frustrated because you will most likely frustrate the child. A simple
way to success is to break skills down to their smallest pieces and teach them as parts. Once kiddos
know all of the parts, put the parts together slowly and viola! You will have skills. Kids love to feel
good, they love to get stamps and stickers and happy things. At the youngest ages you are looking
for close approximations, not perfect 10.0s. If you see something that resembles a cartwheel, shout
HOORAY! Give a high-five and tell Susie she is Awesome! She'll be doing cartwheels all over the
place.

 Have Fun!
Be silly, be funny, bring out your inner child. This is the time when you can let go and de-stress.
Don't worry about what other teachers or coaches are thinking of you. Don't watch other classes or
look at parents to see who is paying attention. Zoom in on your class, laugh with them, have a good
time and it will pay off in more ways that you can imagine.

SPECIAL: “WHAT MAKES A GOOD COACH?”

SPECIAL ISSUE: “What makes a GOOD COACH?” – 
Before we discuss what qualities and skill sets make for a good coach, we need to first
acknowledge how very difficult this profession of coaching really is. Coaching is
sometimes a thankless, frustrating “no-win” kind of job. It’s an occupation that is
most often done in a public fishbowl. In other words, if you coach, then you are in a
highly visible position that continually exposes you to the public’s scrutiny and
evaluation. It’s one of those professions where the general public regularly weighs in
on what kind of a job they think you’re doing whether you want their evaluation or
not. When it comes to judging your job performance, everyone seems to be an expert
and have the “qualifications” to criticize you. Fans, parents, students, alumni, the
media and the team’s organization or administration all seem at the ready to offer you
either the thumbs up or thumbs down signal. What’s even more frustrating for a coach
is that so much of this external judgment comes from individuals who don’t seem to
have a clue about you, your players or what you’re trying to accomplish with the
team.
Coaching is also one of those jobs where your professional effectiveness is almost always
narrowly measured by something that is very often totally out of your control, winning and
losing. In many ways you can be a bad or ineffective coach yet, because you are lucky enough to
have great players on your squad, you win all the time. Because of this external record you are
considered in your profession to be a “great” coach. Similarly, you can be a wonderful coach and
teacher but because of a lack of player talent, luck or other circumstances beyond your control
such as player injuries, your won-loss record is just mediocre and, as a consequence of this,
you’re seen as an ineffective coach.
So now let’s take a look at what makes a really good coach. If you’re an athlete then what
follows will help you figure out how your own coach measures up. It will give you some
valuable information that will allow you to more intelligently evaluate how your coach conducts
him/herself in relation to you and your teammates. In this way it will give you the ability to
better “reality test” the coach-athlete situation that you currently find yourself in. That is, very
often it’s quite difficult for an athlete to really know if there’s something wrong with him or the
coach. Most often in emotional coach-athlete interactions, the athlete typically comes away
feeling badly about him/herself. Hopefully the information that follows will help you better
understand what is really going on and help you not blame yourself for things that you shouldn’t.
If you’re a parent of an athlete, our discussion will help you get a good idea of what to look for
when you shop around for a coach for your child. How do the better coaches conduct
themselves? How do they treat their athletes? How do they interact with you as the parent? How
do they deal with winning and losing? How do the better coaches deal with mistakes and
failures? Parents need to be educated as much as possible about their child’s sport and coaches in
order to help their son or daughter have the best and happiest experience possible.
If you’re a coach reading this, then our discussion will help you get a better sense of how the
finest in this profession conduct themselves. You will learn which behaviors and characteristics
will best motivate and inspire your players. How do the really great teachers conduct
themselves? What it is about these individuals that make them so successful? What are some
specific things that you can learn from them that will help elevate you in the coaching ranks? If
you so choose, then you can use this list to begin to work on making yourself that much better as
a professional.
WHAT MAKES A GOOD COACH?
#1) The very best coaches GET THEIR ATHLETES TO BELIEVE in themselves - Good
coaches inspire their players to do more than they think they can. In fact, all good teachers do
this. They get their students to entertain possibilities that stretch the limits of their beliefs. Part of
this involves building the athlete up rather than knocking him down. Good coaches always build
self-esteem rather than undermine it. This self-esteem building is not a gimmick nor is it done
artificially. In other words the coach doesn’t praise a mediocre effort. He/she simply makes it a
practice to catch his/her athletes doing things right. The good coach doesn’t get caught up in
playing head games that leave the athlete questioning his/her abilities.
#2) The really effective coaches DO NOT USE EMBARRASSMENT & HUMILIATION AS
“TEACHING TOOLS” – They understand that embarrassing or humiliating a young athlete for a
mistake, failure or short-coming is an aggressive assault on that athlete that doesn't build mental
toughness or enhance performance!  There is NOTHING educational or constructive about it. It
tears down that athlete and grossly undermines his/her self-esteem and creates performance
problems.
#3) Great coaches are GREAT LIFE TEACHERS – A good coach understands that what he/she
is teaching goes far beyond the X’s & O’s.  This kind of coach does not just teach the skills,
technique and strategy within the narrow confines of the sport. Instead he/she looks for
opportunities where the more important life lessons can be taught such as mastering hardship,
handling and rebounding from failures and setbacks, trusting your teammates, sacrificing
individual needs for the benefit of the group, emotionally dealing with winning and losing, good
sportsmanship, fair play, honesty, integrity, etc.
#4) The best coaches KEEP THE GAME IN PERSPECTIVE – They do not get distracted by
how big any one game is in relation to their job as a teacher. Similarly, they understand that
sports are just games and are merely a vehicle to teach their charges other, more important life
lessons. They understand that what they teach and how they teach it will have an impact on the
student that goes far beyond the sport. 
#5) Great coaches DO NOT LET THEIR EGOS AND SELF-WORTH GET TIED UP IN THE
OUTCOME -  The best coaches are mentally healthy enough to know that they are NOT their
performances, regardless of what others around them may say. They do not feel diminished as an
individual when their teams fail nor do they feel that much better about themselves when their
squads succeed. These individuals understand that coaching is only one thing of many that they
do and therefore they do not let this one thing solely define themselves as a person. Coaches who
get into trouble with their athletes do so because they are emotionally more vulnerable and tend
to feel threatened by a loss or failure. Their egos are on the line whenever these individuals
compete and therefore they feel like they have much more to lose.  Many blatant coaching
mistakes come directly from the coach’s overemphasis on the game’s outcome because that
individual self-esteem is too caught up with this outcome.
#6) Great coaches UNDERSTAND INDIVIDUAL DIFFERENCES IN THEIR ATHLETES –
The best coaches have a basic understanding that each athlete on their team is different in
attitude, personality, response-ability, sensitivity and how they handle criticism and adversity.
These coaches take the time to get to know each athlete’s individual differences and styles. They
then hand-tailor what they say to, and how they treat this athlete to achieve maximum coaching
effectiveness. They know that while one athlete may respond well to a hard edge and raised
voice, this approach may totally shut another one down. 
#7) The best coaches COACH THE PERSON, NOT JUST THE ATHLETE – Really effective
coaches take the time to get to know the athlete as a person. They take an interest in the athlete’s
life off the field, court or track. They don't see personal, academic or social problems as a
distraction to the job of coaching. They view “outside problems” as an opportunity to further
build a relationship with the athlete. This kind of caring is never lost on the athlete. Coaches who
take an interest in the athlete’s total life are more trusted and respected than those who don’t. As
a result, coaches who really care about the athlete as a person find that their athletes are more
motivated and work harder.  You can’t ever separate the athlete as a performer from who he/she
is as a person. 
#8) The best coaches are FLEXIBLE – They approach their teaching by continuously looking for
a beter way to reach each athlete.  When an athlete struggles learning something the better
coaches do not look at this as a “learning disability” and blame the athlete for their
incompetence.  Instead they approach it as a “teaching disability” and therefore change how they
are presenting the material to that athlete. If one approach doesn’t work, then they try another
until they figure out the best way to reach that particular athlete.  Just because that athlete may
not be responding to your coaching does not mean that he/she has an attitude or commitment
problem. Coaches who are rigid, who continually adopt the attitude that “it’s my way or the
highway” are far less effective than those coaches who have mastered the fine art of being
flexible. Understand here that flexibility does NOT mean being wishy-washy. You can be
flexible and strong at the same time.
#9) The great coaches are GREAT COMMUNICATORS - They understand that communication
is a two-way street and involves a back and forth between coach and athlete. Bad coaches think
that communication is a one-way street. You talk and the athletes listen. Instead, effective
communication entails that you as a coach carefully listen to what your athletes are saying. When
your athletes talk you must BE QUIET INSIDE SO THAT YOU CAN LISTEN. Unless you
carefully listen to them when they talk then you won’t have a clue as to what your athletes are
really saying or how to best help them. Far too many coaches are too busy countering in their
head what their athletes are saying to actually hear them. If you can’t learn how to listen then
you will never truly be effective in reaching your players.
#10) Good coaches TAKE THE TIME TO LISTEN TO AND EDUCATE THEIR ATHLETES’
PARENTS – They make it a regular practice to communicate with the parents and educate them
about the sport and the role that they need to play on the team. Your success as a coach often
depends upon getting parents to work with you, not against you. The only way to make this
happen is if you take the time to talk to and train your parents. This means that you must learn to
listen to their concerns and questions. Take a proactive role with them. Do NOT wait for a
problem or crisis before you decide that it’s time to actually approach your parents. Do so right
from the beginning of the season and do it often. Let them know about their support role on the
team. Help them understand that their job is NOT to motivate or coach their child. Teach them
what are appropriate and inappropriate behaviors at games and on the sidelines. Educate them
about the sport and what it takes to excel. Explain your philosophy about competition and
playing time. Be open to feedback in a non-defensive manner. 
#11) GOOD COACHES “WALK THE TALK” WITH THEIR ATHLETES AND PARENTS -
Good coaches know that what you say and how you act are congruent.  YOUR MOST
POWERFUL TEACHING TOOL IS MODELING. They operate on the principle that their
actions and how they conduct themselves will always speak much louder than your words
therefore they actively model the behaviors and attitude that they want their players to adopt.
#12) Good coaches KEEP THE LEARNING ENVIRONMENT EMOTIONALLY SAFE – They
understand that the emotional climate on the team dramatically affects how players practice and
perform. They make it their job to directly and immediately deal with scapegoating, bullying,
ostracism and petty jealousies that sometimes arise between players. They give a very clear
message that cruelty and mistreatment of others will not be tolerated and are counter to the
mission of the team. As a consequence this kind of coach creates an atmosphere of safety on the
team that is absolutely crucial for optimal learning and peak performance.
#13) Great coaches CONTINUALLY CHALLENGE THEIR ATHLETES TO DO BETTER
AND PUSH THEIR LIMITS – They inspire their athletes to believe in themselves is by
continually putting them in situations which challenge their limiting beliefs. They don't allow
their players to just get by with the status quo. They do this by pushing their athletes outside of
their comfort zone, physically, mentally and emotionally, and then helping them discover that, in
fact, they can do better than they first believed they could. They teach the “GET
COMFORTABLE BEING UNCOMFORTABLE principle,” which states that the only way to
grow physically and emotionally is to constantly challenge yourself to do things that aren’t easy.
In this way they refuse to tolerate mediocrity in effort, attitude, technique, training or
performance.
#14) The best coaches CONTINUALLY CHALLENGE THEMSELVES – They
continually model the attitudes and behaviors that they want their players to adopt.
They maintain a “beginner’s mind” when it comes to their professional development.
They understand that regardless of how much success they may have had in the past
doing things their own way, they can always learn new and better ways.  In this way
these coaches continually step out of their comfort zone as “experts” and put
themselves in the more uncomfortable position as “beginner and learner.”  Because
these coaches “walk the talk”  and demand from their athletes exactly what they
demand from themselves, their athletes are far more motivated to meet the coach’s
higher expectations.
#15) The very best coaches are PASSIONATE ABOUT WHAT THEY DO –  These coaches
know that passion (love) is a high test fuel that will power you over obstacles, beyond setbacks
and through frustration until you achieve success. Their passion is infectious, motivational and
inspiring.
#16) Good coaches are EMPATHIC AND TUNED INTO THE FEELINGS OF THEIR
PLAYERS - They have the ability to communicate to their athletes that they truly understand
them. When you are empathic you leave your athlete feeling that you as his/her coach deeply
understands. This goes a long way in building athlete loyalty, self-esteem and motivation.  Keep
in mind that being empathic doesn’t necessarily mean that you are an emotional pushover. You
can have the ability to understand where your players are coming from and still make the
coaching decisions that you feel are necessary. Coaches who lack the ability or don’t take the
time to tune into the emotions of their athletes because they mistakenly believe that “all this
emotional crap” is a total waste, end up inadvertently undermining their best coaching efforts. 
#17) Good coaches are HONEST AND CONDUCT THEMSELVES WITH INTEGRITY -
They know that their most powerful teaching tool as a coach is modeling. They also know that
how they conduct themselves in relation to their athletes, the parents, opponents, the referees, the
fans and the media is never lost on their players.  They are honest and demonstrate charachter
and class in everything they do. 
#18) The best coaches MAKE THE SPORT FUN FOR THEIR ATHLETES – They realize that
sports are just games, and games are meant to be fun. They find creative ways to integrate this
fun into what they do over the course of the season, on a daily basis in practice and during
competitions. When an athlete is enjoying him/herself, that athlete is loose and relaxed. Since
loose and relaxed are two of the most crucial ingredients to peak performance, it is in your best
interests as a coach to find innovative ways to keep your athletes smiling. 
#19) Good coaches are NOT DEFENSIVE IN THEIR INTERACTIONS WITH THEIR
PLAYERS OR PARENTS – They understand that part of being a good communicator is that you
have to be open to negative feedback and criticism because within this feedback are the seeds to
becoming a better, more successful coach. 
#20) Great coaches USE THEIR ATHLETES’ MISTAKES AND FAILURES AS VALUABLE
TEACHING OPPORTUNITIES -  They know that their athletes need to be relaxed and loose in
order to play to their potential and that a fear of making mistakes will always undermine this
relaxed state. To this end, the good coaches give their athletes permission to fail and make
mistakes. They instill in their players the understanding that mistakes and failures are nothing
more than feedback, feedback about what you did wrong and specifically about what you need to
do differently next time. One of the bigger teaching mistakes that coaches make is to get angry
and impatient with their athletes when they mess-up or fail. This response to your athletes’
mistakes will insure that they will make plenty more of them.  Knowing that your coach gets
impatient and angry when you make mistakes will cause you to worry about this while your
performing.  The best coaches teach that failure is feedback and feedback is the BREAKFAST
OF CHAMPIONS!

Essential Qualities That Make A Truly Great

Gymnast
November 23, 2014 5201 Views

By Terri Laymon
Whether learned or innate, there are certain characteristics and talents that contribute to ultimate
achievement in gymnastics. The level of difficulty in achieving optimal performance is dependent the
amount of weaknesses and strengths that occur in any of these essential categories.
Of course, the perception of success is relative to an individual’s goals and aspirations. The focus of this
article is on athletes striving for the pinnacle of success in gymnastics.
Gymnastics was just named as the number one most difficult sport in the world. The characteristics
needed to perform this most difficult sport need to be practiced and polished to hit the level of excellence
that is necessary to be competitive and achieve ultimate success.

Desire, strength, and flexibility are all necessary qualities needed to becoming a great gymnast
Photo: Doug Rice

Desire, strength, flexibility, speed, coaching, equipment, support, and enjoyment are all the qualities a
gymnast must acquire and achieve in order to reach their highest level of success.
Desire – A gymnast must want, with her whole heart, to be the best. The attitude and willingness
through all the tough practices need to be the most important qualities a gymnast carries. Desire needs
to be greater than the actual physical talent.
Sometimes, the most talented gymnast gets lazy and will not achieve as great a success because their
heart just isn’t in it. With all the top level gymnasts being almost equally talented, it is the one who
desires the win the most that will walk away with the gold!
Strength is high on this list of qualities since it is the gymnast with the greatest physical strength that will
win. Strength gives the gymnast more amplitude and dynamics, but it also gives the gymnast a sense of
having less fear since they are stronger; withstanding more pounding and jolting on the body.
The fluidity of motion and complete artistic impression is enhanced with flexibility. Many current leading
world gymnasts could certainly enhance their flexibility. The ability to bend and move with grace helps a
gymnast prevent injuries as well. The more flexible a gymnast, the overall health in gymnastics is
enhanced.
Speed is essential when combined with strength and flexibility. This bundle of qualities is what
determines the dynamics of dance and amplitude of skills. Speed, coupled with strength, leads to power
and force capable of serious air-time allowing for those more difficult skills to be performed.
 Finding the perfect coaching and developing a great support system enhances the mental toughness
Photo: Terri Laymon

Finding the perfect coaching fit is critical in a gymnast’s success. The higher the level of gymnastics a
person wishes to pursue, the high quality of coaching is needed. Great coaching will incorporate planning,
motivation, and a time-table that will ensure the maximum results for every gymnast. Strategies are
planned and implemented instead of just haphazard thinking.
Proper facilities and equipment play a vital role in the health and well being of all gymnasts maintaining
safety. Since gymnastics is such a brutal sport on the joints, it is imperative that the equipment is top
quality to help soften the landings and ensure safety.
A solid support system boosts the confidence and mental toughness of gymnasts from friends, parents,
coaches, and teammates. These acts of encouragements help to lift and remove the frustration that
comes from the small stumbles gymnastics creates. It benefits the attitudes gymnasts carry with a solid
stream of encouragement.
The last quality for a successful gymnast is enjoyment of the sport. A gymnast can have all the talent in
the world, but without the passion, the quality suffers. A great coach can train anyone. Strength, speed,
and flexibility are imperative qualities to hold as a gymnast. However, if you do not truly love gymnastics
and performing with your heart, you will never achieve the greatest success possible.
Alone these qualities make for a good athlete. Together these qualities make for an amazing athlete. Isn’t
it the goal of every gymnast to become amazing? Some of these qualities are difficult to achieve, but the
reward of being the very best is certainly worth the effort it takes to acqui