1 WELCOME! PRIMARY STARSKATE FIGURE SKATING COURSE

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WELCOME!

PRIMARY STARSKATE FIGURE

SKATING COURSE

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SkillsTestsAchievementRecognition

STARSKATE ACRONYM

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GROUP TEACHING INSTARSKATE

It provides a transition for skaters from CanSkate to STARSkate and it minimizes costs & may keep some skaters involved longer. Group lessons are fun and social. Most young children are used to learning in a group format.

The use of circuits and stations will help keep the skaters moving, learning and progressing.Parents will not have to spend a lot of money for their skater to learn about the many different areas in STARSkate.

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PHYSICAL PREPARATION

Skaters are athletes!

Help skater reach new technical limits

Reduce injury

Improve aesthetics

Needed to complete program requirements

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PHYSIOLOGICAL DEVELOPMENT

Participative / Instructional Phase

Transitional Phase

Participative / Competitive Phase

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WARM-UPPrepares body for exercise

raises body temperatureraises heart rateraises respirationincreases circulation

Mental focusFlexibilityReduces chances of injury

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THREE STEPS TO A PROPER WARM-UP

1. Total body activity

Four to five minutes

2. Stretching

Ten minutes

3. Simulate sport specific skills

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COOL-DOWN

Improves recovery

Four to five minutes

Gradual slow down to resting heart rate and respiration

Follow up with light stretching

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FITNESS

Endurance

Strength

Power

Flexibility

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PRELIMINARY SKATING SKILLS

A - Waltzing ThreesControl & extension in forward threes

B - Waltzing MohawksPower & agility

C - Preliminary CirclesEdge quality & balance

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JUNIOR BRONZE SKATING SKILLS

A - Threes & Power MohawksControl of backward threes & power mohawks

B - Power CirclesStroking technique

C - Change ThreesEdge quality & balance

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TEACHING PROGRESSIONS

Forward before backward

Stationary, then slow, then with speed

Two feet…to one foot

Straight line then curve

Isolate arms and legs

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WHY ARE PRGRESSIONS IMPORTANT TO SKATING SKILLS?

They can teach segments of an exercise one piece at a time.

They can teach the basics of pushing, turning & edges.

They provide the opportunity to drill elements of an exercise which need additional practice.

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PRELIMINARY EXERCISES

A – Waltzing Threesthrusting and three turns

B – Waltzing Mohawksthrusting and mohawks

C – Preliminary Circlesthrusting gliding on a circlethree turns

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JUNIOR BRONZE EXERCISES

A – Threes and Power Mohawksthree turns in isolationthrusting forward & backwardpower mohawkslunges

B – Power Circles Ithrusting and gliding on a circle crosscutschoctawsT-stops

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JUNIOR BRONZE CONT’D

C – Change Threesthrustingswing roll/change of edge/3 turnsmohawkscrosscutsT-stops

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STRUCTURED PRACTICE

Small area practice turns, balance, edges straight line progressions

Circular progressions Figure 8 progressions Lobe progressions Rules Right-of-way

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WHAT IS SYNCHRONIZED SKATING?

A group of skaters performing various formations and maneuvers all at the same time.

Synchronized Skating in the 21st century focuses on quality skating, flow, speed and technique, as well as overall unison and presentation.

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A BASIC LINE

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A BASIC BLOCK

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A BASIC CIRCLE

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TWO BASIC WHEELS

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A BASIC INTERSECTION

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WHAT IS PAIR SKATING?

Two individuals skating as one complete unit

Unison & harmony – the essence of pair skating

A unique discipline in figure skating

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PAIR SAFETY

Safety measures in place

Spotting techniques

Encourage helmets

Jump harnesses

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FREE SKATING

PART 1JumpsSpins

PART 2Connecting steps & footworkStrokingPrograms

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FACTORS AFFECTING JUMPING

Body structure

Body composition

Jump technique

Mental approach

Strength

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PARTS OF A JUMP

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PREPARATION

Body alignment

Controlled & balanced position

Sufficient speed

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TAKE-OFF

Height determined by take-off angle

Distance determined by speed

Rotation is initiated

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TAKE-OFF

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FLIGHT

May or may not transfer weight to a back spin position

May adjust speed of rotation

Cannot initiate rotation

Cannot control height or distance

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LANDING

Slow and then stop rotation

Absorb force of landing

Toe pick touches first

Body remains upright

Free leg extended up and backwards

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JUMP CLASSIFICATION

Nature of the take-off

Take-off edge

Landing edge

Direction of travel on take-off

Nature of rotations

Number of rotations

Position in the air

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SPINS

Body structure

Flexibility

Spin technique

Balance

Strength

Practice

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PARTS OF A SPIN

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PREPARATION

Controlled and balanced over the edge

Speed is required for rotation

Wind up for release upon entry

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ENTRY

Converts energy from preparation into rotation

Forward spinStep onto spiraling FO edge

Convert to FO three turn

Free leg brought around

Skating knee then rises

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ENTRY

Back Spin

Step on spiraling FI edge

Convert to FI three turn

Skating knee then rises

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SPIN PROPER

Cannot gain any more rotation once in the spin proper

Speed of spin can be controlled

Skater must stabilize balance on blade

Skater must hold positions strongly

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EXIT

OptionsBO edge with free leg extended

FO edge on the spinning foot

Jump out of the spin

Salchow out of forward spins

Loop jump out of back spins

Toe pick stop

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CLASSIFICATION OF SPINS

Number of feet

Sense of rotation

Spin entry

Spinning position

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OPEN STROKE

30º

30º

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PERIMETER STROKING

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CONNECTING STEPS

Series of edges and turns

Link skills together in a program

Contribute to expression of the program

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CONNECTING STEPS

EdgesTurns

Three turnsMohawksBracketsCountersRockersDance Steps

Small Jumps

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SPIRAL

Position firmly held with head up & arms extended

ProgressionsPractice at boardsCoach assist with free leg positionSkate an arabesque Attempt while moving - position body First then gradually raise free leg

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SPREAD EAGLE

FI Spread EagleHold position at boardsPractice FO to FI change of edge

FO Spread EagleSimilar to FI Spread EagleHold position at boards - pushing hips forward & leaning backFO edge or swing roll entry

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INA BAUER

Inside or outside

Skater glides around circle and places free foot parallel to skating foot at rear

Back leg is on a BI edge

Forward leg may be FI or FO

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PIVOT

BO PivotBO edge with lean into circleFree leg reaches back until edge has spiraled

enough for free toe to touch iceFI Pivot

Practice pumping on a small circlePlace toe in ice and allow other foot to circle

out and around on a FI edge

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BODY ALIGNMENT

Upper body is more upright

Deeper bend in the knee & ankle

Arms extended naturally - half moon position is effective

Free leg extended fully

Strong lean on curves

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DANCE TERMINOLOGY

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Lobe Step or series of stepsOn one side of continuous axisCircular/semi-circularMay not cross long axis (midline)

TransitionChange of weight by/toChanging feet or changing edge or changing lobe or

turning

DANCE TERMINOLOGY

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DUTCH WALTZ

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MUSIC TERMINOLOGY

Beat

Rhythm

Tempo

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INTERPRETATION AND STYLE

Timing

Expression

Style

Unison

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TRACKING

The relationship of one partner to the other

Important because all dances are made up of a series of partial circles or lobes

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HAND-IN-HAND, KILIAN AND FOXTROT POSITIONS

Individual on outside of circle has farther to goNeeds a head start

Partner on inside of circle must drop back slightly

If the lobe changes, the partners switch roles

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CLOSED (WALTZ) POSITION

Skaters need to skate slightly off-set

The forward skater begins each new lobe on the outside

The partner skating forward is in charge of tracking at all times

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CLOSED (WALTZ) POSITION

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DANCE STROKING

DevelopsBody AlignmentStyleTechniqueLean and balanceEndurancePowerRhythmTracking

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Clockwise & counter-clockwise

Performed to music with a strong beat

Performed individually and/or with a partner

Performed in a variety of positions

DANCE STROKING

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PARALLEL STROKING

Skated similar to perimeter strokingSkated with a partnerFor proper tracking a crossing over section

is required at the ends of the rink so that each skater remains closest to one side of the rink

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RHYTHM CIRCLES

Skate progressives on circlesFour long strokesEight medium strokes16 long strokesrepeat

Perform both directions, forwards and backwards

Use a variety of holds

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DANCE PATCH

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PRIMARY DANCES

Preliminary Dance TestDutch WaltzCanasta TangoBaby BluesCreative Dance – July 2003

Junior Bronze Dance TestSwing DanceFiesta TangoWillow Waltz

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LOGISTICS

Date: Time:

Location:

Number of skaters in lesson:

Level skater/s are working on:

Phase of learning: (introduction/review)

Equipment or teaching aids required:

Explanation of how equipment is to be used:(Y/N)

Attached facility map: (Y/N)

Attached EAP: (Y/N)

Facility safety check: What will you check?

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Who are my skaters?What are the logistics of my practice?What do these skaters have to train?How am I going to deliver my practice?How will I organize my practice?What am I trying to accomplish?What are the safety risks and how should I prepare for them?

MY PRACTICE PLAN

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Who are my skaters?# of skaters in attendanceAge/maturity of skaters Skills and abilities of skaters Gaps in ability level among skatersInjuries to account forReasons why skaters are involved

What are the safety risks and how I should prepare for them?The nature of the activities the skaters will do and the conditions in which they will take placeWeatherArena & ice surfaceEquipment & teaching aidsHuman errorEmergency procedures to follow in case of an accident My

Practice Plan

What are the logistics of my practice?Facilities availableEquipment and teaching aids needed/availableLength of practice (time available)Time of day of the practiceNumber of practices per week/which days of the weekAvailability of PAs and their experience

What do skaters have to train in CanSkate?Motor abilitiesPhysical abilitiesTechnical abilities/skills

How am I going to deliver my practice?Key point to makeTeaching progressions to useTeaching methods I will useWhere I will position myselfWhat I will be watching forHow and when I will make coaching interventions

How will I organize my practice?Structure of practiceActivities chosenOrder of the activitiesTransition between activities to avoid wasting time

What am I trying to accomplish with my practice?What skaters need to improvePurpose of the practiceGroup goals and short-term objectivesGoals of coaching staff and PAsTime of the seasonLinks with previous practicesLinks with future practices

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THE STRUCTURE OF A PRACTICE

IntroductionWarm-UpLessonPracticeCool DownConclusion

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LESSON PLAN

Skater(s): Coach: __________________________Lesson type & format: __________________Learning phase: _____________

LESSON TOPIC: (Skills to be covered)

TEACHING POINT #1: __________________________________________________

Progressions: Instructions:

TEACHING POINT #2: __________________________________________________


TEACHING POINT #3: __________________________________________________


LESSON SUMMARY:

SELF-EVALUATION:

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BIOMECHANICS

A series of principles which describe the mechanical aspects of human movement and athletic performance.

The principles of biomechanics apply to every move we make.

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SUMMATION OF JOINT FORCES

All of the joints All of the musclesMaximum forceA coach might say something like... ‘full

range of motion’

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CONTINUITY OF JOINT FORCES

Order of recruiting joints

Biggest to smallest

A coach might refer to ‘Timing’

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Head

Torso

Pelvis

Arms

Skating leg

Skating foot

Free leg

Free foot

Basic Stance

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TURNING MECHANISMS

Shoulders against hipsMid-section of the bodyBig toe-little toeFree leg actionShifting lean while turning

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CONSIDERATIONS FOR MUSIC SELECTION

The skaterAge & maturityWeight & sizeStrengthMovement/skating styleSkating levelMusicalityPersonalityPreferencesGoals

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The programLevel Purpose

The MusicDo the selections belong togetherScheme

CONSIDERATIONS FOR MUSIC SELECTION

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THE MUSIC

Musically, the program should be able to stand on its own.

Are the pieces...The same keyBy the same composer or arrangerPerformed by the same person, orchestra

or group of the same style, ethnicity

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EDITS

When determining edits ask the following:Does each piece have a logical sounding beginning & end

Or will one piece flow naturally into the next

Does the program have a good beginning and end

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GOOD CHOREOGRAPHY

Highlights strengths

Conducive to technical success

Covers all of the ice

Includes all directions of travel

Uses levels in space

Incorporates postural and gestural movements

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ICE USAGE

Strong versus weak areas of the ice

Blocking/ PatterningDirection of travelShapesPlacement of technical content

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LINES OF MOVEMENT

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LINES OF MOVEMENT

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LINES OF MOVEMENT

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BLOCKING/PATTERNING

Strive for balance

Use all directions of travel

Use a variety of shapes

Place technical elements in a variety of locations on the ice

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LEVELS IN SPACE

Low Below hip level

MiddleBetween hip and shoulder level

HighAbove shoulder level

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TYPES OF MOVEMENT

GesturalMoves the extremities only

PosturalMovement also involves the torso

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EFFECTIVE OBSERVATION

Safety Awareness

Content of lesson is appropriate

Risk management

Effective explanations

Effective demonstrations

Effective feedback

Observe from more than one vantage point

Alter/amend progression to meet skaters’ needs

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Reinforce effort and performance

Ask questions for understanding

Positive outlook that creates an atmosphere of fun and learning

Respect skaters’ needs/thoughts.

Reinforce positive behaviors as well as correcting inappropriate behaviors

Appropriate explanation of error and explain “WHY”

Identify potential causes of errors and applies correction

EFFECTIVE OBSERVATION

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Detectable SignsWhat is observed?Detectable Signs

What is observed?

Observe PerformanceWhat Vantage point?

What Method?


What Method?

Outcome / Form of figure skating taskThe outcome should define when the skill or tactic is clearly achieved

or not achieved

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Skater engages in the task but the outcome is not achieved

Skater engages in the task and achieves the outcome or demonstrates form

Skater does not engage in task

IDENTIFY KEY PERFORMANCE FACTORS THAT DESCRIBE THE FLIP JUMP

Inconsistencies or inefficiency in movement or task - Little precision in the task

Consistent and efficient movements demonstrated in task – High degree of precision in task


What is observed?

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Outcome / Form of sport taskThe outcome should define when the skill of tactic is clearly achieved

or not achieved

Outcome / Form of sport taskThe outcome should define when the skill of tactic is clearly achieved

or not achieved

Detectable SignsWhat is observed?

Continuum of Effectiveness

Detectable SignsWhat is observed?

Continuum of Effectiveness


What Method?


What Method?

Analyze potential causes

Analyze potential causes

CAUSECAUSE GAPGAP

When does the gap between the observed performance and the intended outcome reach a point that makes a

coaching intervention necessary

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3. Affective C. Fear or Hesitation

D. Not motivated or not interested

4. Cognitive / Mental

E. Lack understanding or skater confused

F Too much information or information overload

H. Choice of Decision

G. Lack Concentration or poor arousal control

I. Task too Demanding or too easy5. Physical / Motor J. Lacks physical ability to complete task

B. Environmental factor – Ice conditions2. Environment

A. Equipment IssueFIT / TUNING1.Equipment

7. Technical L. Corrects Technical Factors

Skater engages in the task but the outcome is not achieved

Skater engages in the task and achieves the outcome

Continuum of EffectivenessKey Factors / Elements

Skater does not engage in task


What is observed?Analyze potential causesAnalyze potential causes

CAUSECAUSE GAPGAP

6. Tactical K. Corrects Tactical Factors

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Mod

ify /

Adj

ust

Dril

l or A

ctivi

ty

Adjust speed or timing or intensity

Repeat task/activity

Makes sport specific adjustments to equipment

Adjust progression

Adjust work to rest ratios, Load and or Intensity

Adjust task demands

Teac

hing

In

terv

entio

ns

Help or reassure

Explains or Ask Questions

Use Re-focusing or visualization strategies

Simplify - Use analogy or example

Demonstrate correct Technique

3. Affective C. Fear or Hesitation

D. Not motivated or not interested

4. Cognitive / Mental

E. Lack understanding or skater confused

F Too much information or information overload

H. Choice of Decision

G. Lack Concentration or poor arousal control

I. Task too Demanding or too easy5. Physical / Motor J. Lacks physical ability to complete task

B. Environmental factor – Ice conditions2. Environment

A. Equipment IssueFIT / TUNING1.Equipment

7. Technical

Analyze potential causesAnalyze potential causes

CAUSECAUSE GAPGAPSelect Corrective Measure Select Corrective Measure

6. Tactical K. Corrects Tactical Factors

L. Corrects Technical Factors

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PRIMARY STARSKATE COACH EVALUATION

Step 150 hours of coaching STARSkate

Step 2 Video evaluation of three primary STARSkate

lessons at a National standard

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Good Luck in Your Future Coaching Career. Have a

GREAT TIME Coaching STARSkate!!!

Documents

1 WELCOME! PRIMARY STARSKATE FIGURE SKATING COURSE