“We began a special needs program two years ago that alerted us to these systems and developmental markers and because we became trained to teach and help special needs children - all of our students now benefit from that knowledge,” she said. “We have truly become movement development teachers not just gymnastics coaches.”
“We have a caring and talented group of people who are always striving to help kids learn. We are more well rounded as a facility because we are looking for developmental stages,” she said. “We see magic take place through gymnastics daily and we believe for many excellence begins in our gymnastics center”
1. Social and Organizational Skill Observations
- Does a child run from equipment to equipment without self-control?
- Does a child have difficulty following multi-step directions; must
- Is a child hitting, biting are seem overly aggressive?
2. Sensory Processing
- Is a student avoiding rotational movement or excessively seeking rotational movement?
- Is a student avoiding appropriate touch from coaches and other children?
- Is a student seeking too much touch; clingy, whiny or hard to please?
- Does a child walk on toes or use fists during mat work instead of balls of feet?
- Is a student excessively seeking or avoiding tactile sensations like chalk on hands?
3. Postural Control
- Does a gymnast have extreme difficulty with balance skills or beam work?
- Does a gymnast have difficulty with activities requiring the contraction of stomach and back muscles?
- Does a gymnast have difficulty with activities requiring tucks and extension?
- Does a gymnast have weak muscle tone and strength when performing bar work and general skills?
- Does a gymnast have difficulty with upper- and lower-body integration?
4. Bilateral Integration
- Is there a difficulty with two sides of the body working as a team or separately?
- Is there a difficulty with sequencing, learning choreographed routines and timing?
- Is there a difficulty with skipping and locomotor patterns?
- Does the gymnast appear clumsy for most tasks?
5. Body Awareness
- Does the child demonstrate unclear personal boundaries and is often in other children’s space?
- Does the child get lost in transitions and can’t figure out where to go next?
- Is the child frequently placed at front or back of line for discipline reasons?
- Does the gymnast have difficulty mirroring movements?
-Does the gymnast get easily frustrated and is quick to become angry?
By kindergarten, all children should:
• be able to move eyes separately from head
• track and converge eyes
• have core postural muscles developed
• cross midline and possess bilateral integration
• know dominant hand
• hear individual sounds in words
• maintain a steady beat rhythm
• have an internal sense of balance
• explore their world confidently and imaginatively