Grouping of students is one of the primary and regular points of contention in a gymnastics program.  Everyone is familiar with the stereotypical pushy mother who wants her child moved up to the next higher group.  Maybe not everyone knows the almost sure result of giving in to such pressure.  Within the year, the child will be out of the program.  Why?  Because they will perceive themselves as unsuccessful in the sport, regardless of their progress, when they compare themselves to the other older or more experienced students in the class.  They will be emotionally and psychologically unable be convinced of rational reasons why the other students are better or progress more rapidly and will become program drop-outs.

Group by Age First and Then By Ability
      We recommend placing preschool gymnastics students in similar ability and age groupings in order to avoid such threats to children's self-esteem.  In a class with a wide range of abilities, peer comparisons will most often lead to comparative failure or a sense of inadequacy.  There is some research to suggest that children below age ten rely on feelings of general competence, unaffected by any real sense of movement and skill competence.  Without question, it certainly is easier for an instructor to work with homogenous ability groups.  It is easier for coaches to teach homogenous ability groups.  It is better for the students.  It is economically more sensible and will keep students in the program longer.  There should be no hesitation about moving students up beyond their natural level.  The answer is a resounding “No!” with and explanation that the child is too valuable to risk burning out early before their prime.

Smaller Programs May Be Forced To Make Some Concessions
      There are some drawbacks to homogeneous grouping.  Many small gymnastics programs lack the resources, coaches, program size, population base or facility time and space to offer all the classes necessary to facilitate such grouping.  Parents may not want or be able to accommodate restrictive scheduling.  Children often exhibit greater persistence if allowed to progress with their peers, regardless of their innate ability.  Homogeneous grouping may lead to greater efficiency, it is not necessarily developmentally appropriate.   These are problems of degree, however, that may be solved by innovative organization.

Split Classes into Sub-Groups
 Heterogeneous classes may be split into homogeneous sub-groups.  Careful scheduling may accommodate any age or level student on any particular program day within an hour or two in separate classes or groups.  Children expressing a desire to remain with their peer group can be accommodated.  Careful planning and programming and effective instruction can maintain children's interest, and encourage continued participation.

Plan and Work Hard To Ensure Every Student’s Success
      The competence, or specifically the lack of competence, of individual students can be a serious problem in either type of grouping, but exaggerated by heterogeneous or co-ed grouping.  Students lacking in skill, self-confidence, competence or self-esteem are faced with an undesirable situation. They don't wish to demonstrate their lack of skill through public mistakes.  They develop strategies and a capacity for appearing to be active participants.   They keep their place in line, but avoid taking their turn.  Teachers must be vigilant in recognizing individual differences and such behavior and deal with it by individualizing activities and adapting to the individual needs of the students.

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