By Matthew Basset
Third Grade Standard 1.2
“Perform an inverted balance (tripod) by evenly distributing weight on body parts.”
I was very fortunate to learn some of the basic gymnastics balances and stunts while in college. For most people, we never learn how to perform some of these stunts and we are now expected to teach them because of standards. Here is a way to teach the students about performing a tripod.
- Set the stage. Explain the importance of helping other students (spotting) and that a good helper will help prevent an injury to another student. This is possibly the most important step since you want students to work in partners where one is performing the skill and another is spotting the performer.
- Technique. The performer’s hands must be placed on the gymnastics mat about shoulder width apart. I usually find that having them rotate their hands inward at about a 45-degree angle will help with the balance later. When the person is upside down their forearm should be perpendicular to the ground or it will require them to use a lot of upper body strength to keep them upright. If the forearm is perpendicular the radius and ulna bones will balance the weight for the tripod.
- Head Position. This is possibly the most important part for the balance. The head must be placed in front of the hands to create a triangle. The triangle has to be an appropriate size, too small or too large will make the balance difficult to accomplish. The head must be placed on the mat at the hairline. If a student places their weight on top of the head they will feel like rolling over. If a student places their weight on their forehead it can cause them to feel neck pain. Both of these are not acceptable. You will need to constantly check to see if the students are placing their hairline on the mat to create the best balance.
- Knees. After the hands and the head are in place, the performer should move their knees up toward the hands. This will allow them to lift and not have to stretch too far. Lift one leg up so that the arm (elbow to shoulder) and the thigh cross each other to form an X. This will help the balance of the performer. If the arm and thigh are running parallel, the section that balances will be much smaller and harder to control. After the first leg is up than the second leg should be lifted into place using the same crossing pattern. Some students may find it successful to jump into place but I find that I want better control so I ask them to lift one leg at a time.
- Examples. I usually perform the skill for my class to show them what a tripod looks like. This is a great opportunity to explain that if an “old guy” like me can perform a tripod that everyone in class can perform a tripod. Now is the time that I explain the importance of helping (spotting) a performer. I ask a student to come up and demonstrate a tripod. Many of my students have taken gymnastics classes before. This allows me a chance to show the spotting technique to help a student with the balance and to help them avoid rolling over.