Handstand a Four Stage Training Model

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Gym Coach, Vol.2 (2008) 52-59 Methodological Article

The handstand: A four stage training model

Valentin UzunovHataitai Gymnastics, Wellington, New Zealand

ABSTRACT

The handstand is considered as one of the most important fundamental skills in gymnastic, however currently availablegymnastics textbooks and scientific literature fails to provide a systematic and practical approach to training this skill to a

beginner with an advanced and progressional focus. The aim of this article is to provide coaches with a progressionalmodel to teaching the handstand to beginner gymnast based on theoretical and contemporary skill training methodsavailable in scientific and textbook literature. This was achieved through an examination of relevant research studiesavailable through Medline, modern gymnastic textbookscoaching manuals, and the author!s personal knowledge andexperience. The model presented suggests " stages of developmentprogression of the handstand, with a uni#ue approach

to refining the gymnast!s proprioceptive and kinesthetic awareness for maintaining balance. $t is also hypothesized thatthrough improved proprioceptive and kinesthetic awareness the gymnast will be able to master dynamic handstandcontrol much more effectively allowing for the improved learning of advanced gymnastics elements.

Key Words% &andstand training, progressional learning, balance, skill learning

INTRODUCTION

The handstand is often cited in gymnastics literature andby coaches as one of the most, if not the most important,skill to master for beginners and for higher'levelgymnastics. The handstand is performed on five out of six

apparatus used in both male and female artisticgymnastics, with the only exception being the vault.&owever, even on vault the gymnast should ideally passthrough a handstand position at some point during theperformance of any of the ($) *ode of +oints recognized

vaults. The ideal technical execution of the handstand isvitally important for the optimized progression into moreadvanced skills e.g. press to handstand, all vaults, swingto handstand, clear hip to handstand etc-, which highlightsthe importance of mastering this skill early on. venthough the correct technical execution of the handstand iscommon knowledge amongst gymnastics coaches, the bestprogressions to teaching and developing the handstand are

not as clear.

*urrently available personally to the author- scientificliterature relevant to the training of the handstand hasexplored the strategies for maintaining balance in ahandstand /,0- the effects of vision on postural control1,",2-, and the transfer of postural ability between stancesfrom standing to a handstand and vise versa- 3-.*ommonly available contemporary gymnastics textbooksoften provide a relatively similar and simple approach toteaching the handstand, which is usually simple enough tosuccessfully apply to recreational classes, but often not

advanced or refined enough for the technical re#uirementsof competitive gymnastics. +robably the best analysis ofthe handstand can be found in )erald 4. )eorge!s5iomechanics of 6omen!s )ymnastics wherein hedescribes how to the correct body'line and the amplicationon balance in the handstand. &owever he fails to describe

a progressional approach to achieving the describedfeatures of the perfect handstand. Most full progressionaapproachesmethodologies are passed on between coachesat training workshopsclinics rather then literature oother media. Unfortunately this approach is effective ineducating only the select few attendees of the methodologyof the presenter. The aim of this article is to analyze theavailable literature and popular training methods ondeveloping a handstand and in turn provide coaches with aprogressional skeletal framework based on scientific andpopular methods in order to teach a perfect handstand to a

beginner gymnast.

METHODOLOGY

4ome have suggested that the best way to learn thehandstand is through a step'by'step approach 7-, incoaching terms this is known as a progressional approach.The benefits of such an approach for young children aresupported by the systems theory of motor development 8-The steps taken when teaching a motor skill can vary and itshould be made clear that there isn!t necessarily a single9best way! 7-. 6hat works for one child may or may not

work for another. &ence, coaches that know a broad range

2008 The Gym Press. All rights reserved Gym Coach Vol.2 August 2008 ! "2!


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V. Uz!o", Gym Coach, Vol.2 (2008) 52-59 Methodological

Article

of progressions, drills, and techni#ues are better e#uippedto cater for the individual strength!s and weaknesses ofgymnasts. &owever, it would be fair to say that there are

various degrees of effectiveness between methods /0-. Themethod presented in this article only considers the trainingand development of stages / and 0 out of the " stages of themodel (igure /-. 4tages overlap to ensure continued

progression, but each stage focuses on certain key aspectsof the handstand development.

Stage 1' $n the first stage of learning the handstand, focusis directed to developing the gymnast!s physical ability to

be able to assume and maintain a straight body lineshape- 7-, and the entryinto the handstand lungekick'up-. The gymnast is introduced to the balance strategiesand encouraged to practice them however at this stage

balance is not a priority. represent

Stage 2 : $n stage 0 balance, entry and body-line thefundamental components of the 9handstand!- are of e#ual

important and the aim is to refine and develop mastery ofeach component. ;lternative entries should be introduced,such as the press to handstand, tuck to handstand,handstand push'ups etc. 4pecific physical conditioning isoverall reduced in volume, with a greater emphasis beingplaced on strengthening weaker areas and conditioningthrough more advanced compound exercises inpreparation for advanced progressions. The exit out of thehandstand is also introduced at this point. ;t this stageonly the more basic exit forms should be introduces e.g.step down, single leg *ourbet action, front limber etc-. xitstrategies will not be covered in this article as it is beyond

the scope of thisarticle!s aims.

Stage :


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ArticleTABLE 1 - Agonist muscle groups and their actions

associated with maintaining the correct handstand posture

'o$%ta(t$o%)Mo*e+e%t#atter%

M,s(-e Gro,#s Re-ated&,%(t$o% $% t.e#er&or+a%(e o&t.e .a%dsta%d

+lanter flexion )astrocnemius, (lexor

digitorum longus,(lexor hallucis longus,+eroneus fibularis-longus and brevis,+lantaris, 4oleus, andTibialis posterior

Toe point

=nee extension >ectus femoris, Vastusmedialis, Vastuslereralis, Vastusintermedius.

Maintaining straightlegs, as well leg thrustfrom the lunge

+osteriorpelvic tilt

>ectus abdominispredominantly-,$nternal and xternalobli#ue abdominals,Transversus abdominis.

(lattening out of thelower back

xtended hips,

with slightexternal hiprotation

)luteus maximus,

medius, and minimus

?pen hips when

combined withposterior pelvic tilt,and the kick'up.

4houlder girdleabduction

4erratus anterior,+ectoralis minior

>ound back.

4houlder girdleelevation

>homboids, Trapezius,@evator 4capulae

+ush through theshoulders, so there areno gaps between arms,shoulders and ears.

4light cervicalextension

>ectus *apitis posteriormaAor and minor,?bli#uus capitissuperior, 4pinaliscapitis.

The slight tilt of thehead so the gymnastcan peek over hishereye brows to spot theanchor point in'between the hands.

6rist andfinger flexion

(lexor carpi radialis,+almaris longus, (lexor

carpi ulnaris, (lexordigitorum superfacialis,(lexor digitorumprofundus, (lexorpollicis longus

mployed duringbalance through the

9wrist strategy! /,",0-

Figure 2$!iagrammatic representation of the lunge entry into ahandstand. "oaches should not ice the fall prior to the lunge step and thefingers reaching for the floor

There are 2 key areas of conditioning to the handstanddevelopment% the support, body shape including tension-,shoulder girdle, pelvic rotation, and flexibility this isusually not a problem for young children and will thereforenot be discussed in this article, but it is acknowledged thatthis could be a limitation-. (igure 1 page "- illustrates therecommended exercises for each area of physicalpreparation during stage /. Volume and constant shaping

are the most critical training protocol parameters. $deallythe gymnast should aim to be able to sustain staticpositions for up to /2'1Bsec 1B preferably- beforeadvancing to harder variations of the exercises, and toensure a smoother transition into the next stage.


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Figure 3 -#llustrations of the recommended e$ercises for each specificarea of physical preparation during stage % of the handstand

development.

Figure 4 &ne$t page' lustrations of the recommended e$ercisesfor each specific area of preparation and refinement during stage (of the handstand development &ne$t page'


Article

handstand training and skills which will be re#uired instage 1 and " of the handstand development.

*onsistency and regular practice is even more cruciallyvital at this stage than in stage /. ;t this stageimprovements come slower, and thus it is important toensure that the volume and intensity is balanced, and

varied throughout the training process. $ts advised thatcoaches implement a handstand training program intotheir regular trainingphysical preparation, in order toprovide the re#uired constancy in training re#uired to keepmaking gains and fast improvements.

*omplex exercises such as the log falls and lifts should notbe overdone. These exercises should be sufficientlydemanding that low reps with multiple sets will be thetraining protocol of choice. 5etween 1'3 reps with 1'" setsseveral times a week is the recommended volume. &olds atthis stage should be done for approximately 1B seconds.&olds longer then 1Bsec is counter productive for the goalsof gymnastics training. $t is much more effective to domore sets with less time due to increased intensity- thanfewer sets for longer times. (ormtechni#ue is the bestgauge for when an exercise should stop. $f the gymnast

cannot maintain form, or the coach is doing as much or

more work than the gymnast than the exercises should bestopped.

DISCUSSION

The four stage model presented in this article aims toprovide a logical analysis of past and current methodspresented in respected gymnastics literature and theauthor!s personal experience teaching the handstand to a2'3 year child selected from a recreationalpre'schooclass to start competitive gymnastics after at least 0 x D

week term classes-. There is no direct research available

that compares or suggests an ideal teaching stylesmethod

The " stage model presented in this article is based on thebiomechanical and motor development applications of thedynamical systems theory, which is an area of appliedmathematics used to describe the behavior of complexdynamical systems. The application of this theory to

biomechanics and motor learning is that mastery of motor

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Article

skills involves ac#uiring. increasingly complex systems ofaction. The individual represents the system, andmovement is a product of the cooperation of manysubsystems in the body: strength, balance, coordination etc: motivation, attention etc /1-.

6hen motor skills work as a system, separate abilitiesblend together, each cooperating with others to producemore effective ways of exploring and controlling theenvironment. This is particularly applicable to youngchildren who tend to learn motor skills throughprogressional learning /0-. 6ith each stage the abilitiesdeveloped will blend together to produce more effective

results, as opposed to Aust learning the desired skill aswhole 8-. ach new progression must endeavor toprovide%/- *entral nervous system development0- Movement capabilities of the body1- )oals the child has in mind and thatheshe can accomplish"- nvironmental supports for the skill

$f progressions do not consider these elements todevelopment, the pathway is less effective and the child

will start to explore and select new, self selected motor

patterns 8, /0-, which may not be desirable from agymnastics point of view. 6e often see the manifestationsof this with kids developing poor habits technical- earlyon, due to either accelerated progressions rushing thoughtprogressions-, inappropriate progressions, or inade#uatemotivation for ac#uiring the skill. $t must also beacknowledged that the coach!s feedback and teaching styleis also of vital importance to the speed of progression andthe efficacy of any one method /0-.

The development of the handstand can be compared to thelearning process a baby goes through from learning how tocrawl, to standing with help, to standing independently

especially because there are similarities between theupright stance and the handstand. &andstand isconsidered to be a much more demanding and difficultpostural stance compared to our daily erect upright stance

because the handstand has%/. 4maller base of support surface- 2-.0. $ncreased distance between the center of gravity *o)-and the support surface 2-

#. The handstand re&uires unusual muscle activityfrom the u''er lim(s for a (eginner )or anyone *ho

has not trained hand (alancing+inverted hand support-.

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Articleshoulder flexibility deficiencies and hinders the effectivecontrol of postural sway through the wrists. 4imply byencouraging and educating the gymnast to slightly turn'out their hands so that the index finger points eitherdirectly forward or about 1Bdeg off the vertical posteriordirection- there can be substantial improvements inposition (igure 3-

Hollow shape>ounding the back or hollowing aka chest in- is animportant body configurational re#uirement that providesa stabilizing effect during the handstand. )eorge /D7B-compared this effect to the rounding of a plain piece ofpaper in order to balance it its side. (igure 7-. &ollowingaka dishing- the gymnast essentially widens the base ofsupport in the direction of the line of force which should

be posteriorly directed-. This stabilizing effect is alsoimportant for a maAority of handstand related skills 7-.

VisionVision has been shown to play a very important role in thebalance control of the handstand 1,",2-. ; study by)autier et al. 0BB8- concluded that vision can accountsfor as much as 2BE of the handstand regulation incomparison to other balance systems proprioceptive and

vestibular- 2-. Vision plays a much more significant role

in the handstand than in the upright stance because of thecloser proximity of the visual target floor- to the eyesduring the handstand compared to upright stance 2-. Thegymnast should fixate his gaze about 2cm in front of the

wrists in the space between the hands 1-. This visualanchoring point is called the 9cliff edge!, which has beenshow to help improve stability 2,/2-. >esearch shows thatthe ideal head position to optimize balance during thehandstand is a slightly dorsiflexed position, known ingymnastics terms as a 9neutral! head position "-. Thishead position allows the gymnast to spot the closes visual

target the floor- without breaking hisher body line 7-&aving a completely inline head is thus disadvantageousand not the recommended techni#ue, even through it mayhave a greater aesthetic appeal.

Proprioception$n the upright stance the proprioceptive input has beenshown to significantly affect postural sway /3-. 5ased onthis evidence it is hypothesized that the proprioceptiveinput from the wrists, arms, shoulders also play asignificant role in balancing the handstand. To the author!s

best knowledge, the role of proprioceptive input onhandstand balance has not yet been studied. The modelpresented in this article assumes this hypothesis to be trueand considers balance training with open and closed eyesto be a highly effective training method for improving

balance. The purpose behind visual sensory depravation isto force the gymnast!s to rely on hisher kinestheticawareness and proprioceptive inputs to try and maintainthe handstand, without reply on vision and the sensoryfeedback it provides.


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Articlepositioning, anchoring points, and visual depravationtraining.

very care is ta1en to assure the accuracy of the information publishedwithin this article. he views and opinions e$pressed within this article,

are those of the author3s, and no responsibility can be accepted by heGym 4ress, Gym "oach or the author for the conse)uences of actionsbased on the advice contained herein

Address for correspondence: Valentin Uzunov, &ataitai )ymnastics, 6ellington, Few Gealand.*a-e%t$%/,0,%o*g+a$-/(o+

REERENCES a%d RECOMMENDED READINGS

/' Hedon M.>., and Trewartha ). 0BB1-. *ontrol strategy for a hand balance. Motor *ontrol. Vol 8%"//'"1B0' =erwin ., Thouvarec# >.

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Handstand a Four Stage Training Model