Many excellent books on tumbling are available to the instructor or coach. Most of these, however, deal with in­dividual stunts without definite series of progressions. Further­more, in most cases the descriptions and illustrations represent the viewpoint of the single author or authors.

A need seemed to exist for some degree of uniformity and standardization in the performance techniques of the usual tum­bling stunts. The authors accordingly undertook to secure, by objective methods, reproductions of the composite viewpoints of representative tumbling instructors from various parts of the United States.

This undertaking involved six major objectives:

1. The standardization of the form for the various tumbling stunts selected for the major units of the series.
   
   
2. Securing agreement as to the proper selection and teaching sequence of the several stunts within each progression.
   
   
3. The production of attractive and accurate illustrations of a composite form agreed upon for the selected tumbling units.
   
   
4. Devising suitable and acceptable variations in individual and group activities for each of the several units.
   
   
5. Securing agreement as to the most acceptable nomencla­ ture and teaching methods.
   
   
6. Arranging appropriate group stunts for each unit in order to emphasize socialization through tumbling.

Preliminary illustrations were made by tracing the projected images of outstanding performers from slow-motion-picture films. These sketches and the progressions, with pertinent questions about disputed points on form, sequence, and nomenclature, were subjected to a personal, detailed criticism by seventeen leading tumbling instructors in Southern California. Seven other out­standing instructors in various parts of the country made written criticisms of hectographed copies of the manual. Each criticism of the illustrations and written material was objectively recorded. From these recorded criticisms an objective average of good form and teaching method was established.

It is the belief of the authors that while the procedure followed is not completely objective, it is a fair approximation and pro­vides an accurate, composite view of the opinion of representative experts as to how each stunt should be performed for greatest efficiency and safety.

Tumbling has always been a valuable and popular activity in school programs and has the particular advantage of requiring very little equipment. Its advancement has been retarded, how­ever, because of the lack of uniform standards and consistent teaching procedures. It is also considered by many a hazardous activity, but this belief can usually be traced to the results of in­efficient teaching and improper sequence of progression. The progression presented in this manual should do much to eliminate the common hazards of tumbling.

It was the purpose of the authors to set forth the material in suitable form for class instruction on the high school and college levels. In physical education classes the average of motor ability is much lower than that found in advanced groups and gymnastic teams. Consequently the method of teaching and the rapidity of progression must be adapted carefully. Stunts must be simpler and safer. Hence the typical gymnastic team coaching procedure and progression cannot be used successfully for physical educa­tion classes.

The authors believe that by following closely the procedures and progressions herein outlined any well-trained instructor will be able to handle classes in tumbling without serious accidents and with a high degree of teaching success.

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