Sportsmanship:

Good sportsmanship is essential in the education-based gymnastics setting, as in any other sport. The positive and respectful environment that is imperative in the gymnasium is the same as which is expected in the classroom. Sportsmanship enhances the experience for athletes, coaches, and spectators, and promotes the values of which the NFHS and high school associations are built upon - fair play, respect and integrity.

Recent studies continue to demonstrate the declining number of licensed sport officials and the alarming rate of turnover of coaches and athletic leaders. Having so many new faces each year who may have little to no experience, only exacerbates the challenges of addressing issues of unacceptable sporting behavior. In order to make a positive impact on sportsmanship in gymnastics, there must be collaboration by all stakeholders - coaches, gymnasts, school administration, spectators, and by the judges themselves. Each of these play a key role in making the high school gymnastics experience a meaningful one, creating lifelong and treasured memories for all.

Here are some key aspects of how all involved can invest in the process and be proactive in their efforts to create a positive environment:

Respect for Opponents:

• All in attendance must treat the opponents with the same courtesy and respect that they would expect to receive, both on and off the competition floor.

Encouragement:

• Acknowledge and appreciate good performances. These competitors have invested hours of their time and have dedicated each practice to honing their skills. This should be applauded by all, regardless of which school they represent.

Fair Play:

• Follow the rules of the sport and adhere to the principles of fair play.
• When inquiring about the decisions of judges, do so with respect and in an appropriate manner.
• Accept the decisions of judges gracefully, even if you don’t agree.

Humility:

• Be humble in victory and gracious in defeat.
• Be respectful when celebrating a successful routine.
• Celebrate the successes of others as enthusiastically as those of your own team/teammates.

Maintaining Composure:

• Keep emotions in check, both in victory and defeat.
• The actions of the coach have a significant impact on the actions of the gymnasts, the parents and other spectators in the stands.

Responsibility:

• Watch the rules videos, take rules exams, attend clinics and seek opportunities to be an informed resource for others.
• Take responsibility for your actions, whether positive or negative.
• Admit mistakes and learn from them, always striving to improve.

Post-Competition Interaction:

• Engage in respectful interactions with opponents and judges after the competition.
• Show appreciation for the time and the commitment from all who work to make a high school gymnastics event possible.

Through the efforts of all involved and by embodying these foundations of sportsmanship, together we can continue to exhibit the principles on which education-based athletics has been built upon, and thereby have a significant impact on the lives of so many.

Composition:

In the sport of gymnastics, composition refers to the arrangement and combination of various elements and transitions within a routine to create a cohesive and an aesthetically pleasing performance. Gymnastics routines are typically composed of a series of movements and elements that are executed with precision, grace, and technical proficiency. The goal of composition is to highlight a gymnast's strength, flexibility, balance, and artistry while adhering to the specific rules and requirements of each event.

Evaluating composition must take into consideration each of those characteristics in an efficient and objective method. Reducing the number of categories to evaluate composition simplifies and maximizes efficiency in the evaluation. It also preserves the integrity of the evaluation by specifying criteria that provides an objective method to the evaluation.

The Dance Passage and Back-to-Back Superior Credit On Floor Exercise:

The dance passage was adopted in the rules book to encourage creative and artistic expressions of dance. It is a sequence of dance and choreographed movements that are now a part of event requirements in floor exercise.

The dance passage includes a minimum of two (2) different Group 1 elements, directly or indirectly connected. The passage must include both a superior and a leap in cross or side position. A dance passage cannot include a pause, stop, or lunge position in preparation for a turn. An acro element performed between the dance elements breaks the dance passage. However, steps, shuffling of the feet or repositioning of the feet are allowed and do not break the dance passage. Two elements meeting the requirements may be performed together or they may be performed in a sequence and still be considered a dance passage.

If the dance elements are superiors or higher value elements and directly connected without a pause, step, or stop they may receive back-to-back superior credit. Superior or higher-level dance elements may not receive indirect back-to-back superior credit.

Connecting Three Superiors or Higher Elements for Two BBS:

When three superiors or higher-level elements are directly connected, it often indicates a deeper level of mastery of skill development. Awarding more credit acknowledges the high skill level that is required in making these connections.

With the connection of three or more elements that are superior or higher level, the second element may be used two times. The first time as the last element of a connection and the second time as the first element of a new connection. This applies, only if all elements receive Value Part credit.

Event Requirements - Uneven Bars & Balance Beam:

Event requirements are the guidelines that have been identified as foundation builders on each event. They must be included and performed in a routine to demonstrate the ability of the gymnast to master those core expectations.

On the uneven bars the direction change requirement was moved to composition. A gymnast now has the choice of performing either a clear hip circle, a stalder circle or a pike sole circle that ends in a clear support.

On balance beam the gymnast now has the option to perform either a dance series or a mixed series of an acro to dance or dance to acro. Like the uneven bars the gymnast is now allowed an option to complete the event requirement.

This change on uneven bars and balance beam reflect the trends in expectations of mastery of basic elements.

Leaps & Jumps in Cross and Side Position On Beam

The rules committee adopted changes to the beam leap and jump chart to give a higher value to specific jumps that are more difficult if performed in the side position.

The designation of cross or side in the description of specific jumps on beam is important when awarding Value Part credit. If the description begins with “from cross”, that indicates that prior to the jump the body is facing the end of the beam. If the description begins with “from side”, that indicates that prior to the jump the body is facing out away from the ends of the beam.

“Landing in cross” indicates the finish position is facing the end of the beam. “Landing in side” indicates the finish position is facing out. A jump can begin in cross and land in cross, it can begin in cross and land in side, or it can begin in side and land in side.

Only selected jumps that demonstrate the jump in the side position or to the side position were increased in value. The shape of the jump must be demonstrated in the side position. The timing of the ¼ twist is not as important as the shape demonstrated and landing in the side position.