In moving from the widespread practices of merely organizing and refereeing children's games or in changing an approach that emphasizes skill teaching and drill, there are other important considerations. The image of highly skilled people working on vaulting boxes, uneven bars, rings and other sophisticated equipment is what quickly springs to mind. These images may be a good representation of the sport of Olympic gymnastics but they are not what educational gymnastics is about. Rather, in educational gymnastics, we see youngsters learning to use and manage their bodies in safe, efficient and creative ways. Instead of a series of gymnastics stunts, they select, refine and perform the six Basic Movement Patterns of Landings, Locomotions, Statics, Rotations, Swings and Springs in a variety of contexts and environments.
Emphasis is on challenges and problem-solving.
The Movement Variables of Body, Space, Effort and Relationships are used to design movement learning experiences. Students work individually, in pairs and in groups to create movement sequences and structures. Elaborate facilities are not required in this approach. While large-scale gymnastics equipment is not essential for providing students with quality movement learning experiences, such equipment can certainly be used to good advantage. It is much easier and more common to develop strength in the lower body than in the upper body.