JUDGING METHODOLOGY 2019-2020 - Cheer Canada · 2019-10-26 · - Genres include Pom, Hip Hop and Jazz dance. - Based on the Comparative Scoring model with adjudication categories

JUDGING METHODOLOGY 2019-2020

Last Updated and Approved on 2019-10-24 P1

TABLE OF CONTENTS

JUDGING PROFESSIONALISM 3

BASIC SCORING SYSTEM INFORMATION 3

SCORING SYSTEM BY DIVISION/TYPE 4

LEGALITY VIOLATIONS/SAFETY (for All Star IASF Rules) 6

Safety/Legality Q & A 7

POINT DEDUCTION OVERVIEW 7

ALL STAR RUBRIC SYSTEM - POINT DEDUCTION 8

Rubric Point Deduction Q & A 11

ALL STAR RUBRIC SYSTEM - EXECUTION 12

How to Use the Drivers 12

Execution Q & A 14

ALL STAR RUBRIC SYSTEM - BUILDING DIFFICULTY 176

Building Level Appropriate Skill (LAS) and Elite Level Appropriate Skills (ELAS) & Counting Skills 16

Scoring within the Range 18

Stunt Difficulty Q & A 19

Stunt Quantity 23

Stunt Quantity Q & A 22

Stunt Quantity Senior 6 & Coed Quantity 23

Coed Quantity Q & A 26

Error! Bookmark not defined. 27 Pyramid Q & A 28 Toss Difficulty/Toss Q & A 29

ALL STARS RUBRIC SYSTEM - JUMPS & TUMBLING 30

Jump Difficulty 30

Jumps Q & A 31

Standing Tumbling Difficulty Ranges 32

Scoring within the Range - Standing Tumbling 34

Running Tumbling Difficulty Ranges 36

Level Appropriate Passes and Elite Level Appropriate Passes 37

Standing and Running Tumbling Q & A 37

ALL STAR RUBRIC SYSTEM - OVERALL 41

Stunt and Pyramid Creativity 41

Dance 42

Routine Composition 43

Performance 43

Overall Score Sheet Q & A 43

ALL STAR PREP 45

RECREATION / NOVICE 46

ALL STAR COMPARATIVE SCORING SYSTEM - IASF, GLOBAL CLUB AND NON-TUMBLING DIVISIONS 47 Score Tracking 47 Normal Variation Method 48 Comparative Scoring Point Deduction 49


ALL STAR COMPARATIVE SCORING SYSTEM - BUILDING 51 Stunt & Pyramid Execution 51 Stunt & Pyramid Difficulty 51 Comparative Building Q & A 54 Building Creativity 56 Tosses 56 Tosses Q & A 58

ALL STAR COMPARATIVE SCORING SYSTEM - JUMPS & TUMBLING 59 Tumbling Execution 59 Tumbling Difficulty 59 Tumbling Q & A 60 Jumps 61

ALL STAR COMPARATIVE SCORING SYSTEM - OVERALL SCORESHEET 62 Dance 62 Creativity/Choreography 63 Formations/Transitions 64 Overall Routine Impression & Showmanship 65

ALL STAR COMPARATIVE SCORING SYSTEM - GLOBAL CLUB 66 Cheer Scoring - Effective Material, Use of Props, Crowd Leading/Energy, Skill Incorporation, Execution 66

SCHOLASTIC RUBRIC SCORING 69 Scholastic Safety and Legalities 70 Point Deduction Overview 71

SCHOLASTIC CHEER 76 Cheer Scoring - Effective Material, Use of Props, Crowd Leading/Energy, Skill Incorporation, Execution 76 Scholastic Cheer Q & A 79

SCHOLASTIC GAME DAY 80

SCHOLASTIC RUBRIC SYSTEM - EXECUTION (MUSIC SECTION) 84 How to use the Drivers 84 Execution Q & A 86

SCHOLASTIC RUBRIC SYSTEM- BUILDING 88 Building Difficulty 89 Building Difficulty Q & A 91 Pyramid Difficulty 93 Pyramid Difficulty Q & A 94

SCHOLASTIC RUBRIC SYSTEM- JUMPS & TUMBLING 95 Jumps 95 Jump Q & A 96 Tumbling Difficulty 97 Tumbling Q & A 97

SCHOLASTIC RUBRIC SYSTEM - OVERALL 100 Building Creativity/Routine Composition 100 Dance 101 Performance 101 Overall Q & A 102

CHEER CANADA PERFORMANCE CHEER 104 Performance Score 105 Group Execution 106 Choreography 107 Technical Execution 108 Deductions 110


TABULATION 112

JUDGING PROFESSIONALISM

• Refer to the Cheer Canada Code of Conduct Policy. • Practice in advance. • Wear appropriate attire. • Bring your own documents. See Cheer Canada website for Judging Resources. • Arrive at the event early as the judges room/stand may take time to locate. • No phone on the judging table (exception would be for safety judge for the sole purpose of using

the IASF on-call system at a sanctioned event). • Avoid negative facial expressions or overly enthusiastic positive ones. • Do not leave the stand without permission of head judge/event manager. • Avoid conversations with coaches and athletes during the event unless responding to an official

score review with a coach as per the Event Producer (EP). • If this is your first event with an EP or Provincial Sport Organization (PSO) see if they have additional

requirements. • Read descriptions carefully. • Ensure you are on the correct score sheet and referencing the correct grids for each division. • Be aware if the range allows skills to be cumulative or requires them at the same time. • Be aware if the range requires skills to be done by Majority or Most. • Talk to your judging partner. • Learn to script, and ensure notes provide clear skill counts and details.


GENERAL SCORING OVERVIEW There are four distinct scoring systems outlined in this document. Each system pertains to a specified grouping of divisions. "A list of all divisions and their corresponding scoring systems can be found on the next

page and the Cheer Canada website."A brief outline of each is included below: Cheer Canada All Star Rubric Scoring - Follows IASF rules found here: http://www.iasfworlds.com/wp-content/uploads/2019/07/IASF-2019-20-Rules-Final-3.pdf - Applies to All Star divisions not designated as School, Performance or IASF/International. - Ranges are more defined with a specific set of criteria required for each range. - Variations in scoring are possible, but more limited than those in the Comparative Scoring system. - Any divisions where scores are not out of 100 (i.e. Level 1, Level 2 Mini, Prep, Novice, Rec, etc.) must be converted to a Percent of Perfection out of 100%; then any deductions will be taken from that score. Cheer Canada Scholastic Scoring (Rubric Based) - Follows ICU Scholastic rules (FISU/ICU National Team Rules for Premier divisions), available on the Cheer Canada website. - Applies to all Scholastic teams. - Rubric based system, with similarities to All Star Rubric scoring in terms of drivers, counting skills, difficulty considerations and deductions. Variances on ranges from All Star Rubric scoring, so that a greater focus is on the Execution of the skills. - Cheer is evaluated in school divisions. Cheer Canada All Star Comparative Scoring - Follows IASF rules found here: http://www.iasfworlds.com/wp-content/uploads/2019/07/IASF-2019-20-Rules-Final-3.pdf - Applies to divisions designated as IASF/International. - Ranges are broad, teams are ranked comparatively against other teams in the same division. - Variations in scoring from day to day, event to event and throughout the season are to be expected. - Some judging concepts are similar to Rubric Scoring, but are broadly applied and not associated with specific point values. - There is no list of Elite skills and no Stunt Quantity. - Cheer is evaluated in the Global divisions. - Group/Partner Stunt and Individual/Duo/Trio divisions are based on the Comparative Scoring model. Cheer Canada Performance Cheer Comparative Scoring - Applies to all teams in Performance Cheer/Dance divisions. - Genres include Pom, Hip Hop and Jazz dance. - Based on the Comparative Scoring model with adjudication categories that are specific to dance. Cheer Canada Scholastic Game Day Comparative Scoring - Game Day is evaluated on a separate set of score sheets from the cheer/music routine division. - There are no set skill requirements, but teams are evaluated on specific game day criteria.

Since this methodology serves both coaches and judges, the scenarios, questions and instruction herein

may switch between being directed to a coach or judge.

http://www.iasfworlds.com/wp-content/uploads/2019/07/IASF-2019-20-Rules-Final-3.pdf

http://www.iasfworlds.com/wp-content/uploads/2019/07/IASF-2019-20-Rules-Final-3.pdf


SCORING SYSTEM BY DIVISION/TYPE

Score Sheet Division/Level Rules LAS Chart Resources

Global - Comparative All Star

Global Club 6 Global Club Coed 6

IASF (Global Cheer Rules)

All Star LAS Chart (for reference

only)

Comparative Scoring

Guidelines

Comparative All Star

Int’l Junior 1, 2, 3, 4, 5, 6 Int’l Junior Coed 4, 5, 6 Int’l Senior 1, 2, 3, 4, 6 Int’l Senior Coed 3, 4, 6 Int’l Open 4, 5, 6, 7 Int’l Open Coed 4, 5, 6, 7 Int’l Open NT 6, 7 Int’l Open Coed NT 6, 7

IASF All Star LAS Chart (for reference

only)

Comparative Scoring

Guidelines

Rubric - All Star

Tiny 1 Mini 1, 2 Youth 1, 2, 3, 4, 5 Junior 1, 2, 3, 4, 5, 6 Junior Coed 6 Senior 1, 2, 3, 4, 4.2, 5, 6 Senior Coed 3, 4, 6 Senior NT 2.0 Open 4, 4.2 Open NT 1.0, 2.0, 3.0 Cheer Abilities Modified 2

IASF All Star Rubric Scoring Grid

Rubric All Star- Prep

Tiny Prep 1 Mini Prep 1, 2 Youth Prep 1, 2 Junior Prep 1, 2 Senior Prep 1, 2

IASF & Cheer Canada All Star Division Options/Age Grids (Prep specific rules)

All Star LAS Chart

Rubric Scoring Grid (not HIGH

range)


Score Sheet Division/Level Rules LAS Chart Resources

Rubric - All Star Recreation

All All Star Recreation Divisions

IASF & Cheer Canada All Star Division Options/Age Grids (Rec specific rules)

N/A Rubric Scoring Grid (Execution Only)

Rubric - Scholastic

All Scholastic Cheer Divisions

ICU/Cheer Canada

Scholastic LAS Chart

Rubric - Scholastic

Game Day - Scholastic

All Game Day Scholastic Divisions

Cheer Canada

N/A

All Star Performance Cheer

All All Star Performance Cheer Divisions

IASF Dance Rules

N/A

Scholastic Performance Cheer

All Scholastic Performance Cheer Divisions

Cheer Canada Scholastic Performance Cheer/Dance ICU Rules

N/A

Group/ Partner Stunt

All Group & Partner Stunt IASF All Star LAS Chart (for reference

only)

Indy/Duo/Trio All Individual, Duo & Trio IASF All Star LAS Chart (for reference

only)


LEGALITY VIOLATIONS / SAFETY (for All Star IASF Rules)

All Star Safety Judges are taught, trained and certified by IASF only. This methodology does not cover rules or how to safety judge. Warnings vs. Deductions NOTE: This is a tool that can be used if a legality official does not have a predetermined protocol for if and when to assess warnings and deductions provided by the event producer. NOTE: Legality rulings of the same skills at prior events do not affect the ruling at the current event in progress. NO DEDUCTION

• All skills performed are legal. • If a team provides an email with an official IASF ruling on a video and the skill in question is executed

in the same manner. WARNING (*There must be a legal version for comparison)

• If less than a majority of groups (up to 50%) perform a skill illegally.* • In pyramids, “majority” is defined by the number of groups performing the illegal skill not the total

number of groups in the pyramid.* • If a team has received legality approval from IASF for a video of the skill performed the same way

at competition but the skill is now illegal. • If a team has a submitted IASF legally approved video of the skill performed and the IASF video

ruling is incorrect. • The skill performed is unclear to the judge.

DEDUCTION:

• If majority of groups (more than 50%) perform a skill illegally. • If only one group performs a particular skill and it is illegal.

i.e. Level 2: One toss group performs a pike toss in the opening during tumbling.

MULTI-DAY/MULTI-PERFORMANCE EVENTS Multi-day or multi-performance events are events in which scores from each performance are a portion of the total event score. NOTE: If an illegal skill is missed during Performance one, and done again during Performance two, the penalty will be assessed to the Performance one score. Performance one score is equivalent to the lowest weighted/percentage score when possible. NOTE: If a skill is warned during Performance one and all groups are not fixed for Performance two a deduction will be assessed.


Safety/Legality Q & A 1. Will deduction judges still have the option of giving a Performance Error/Unintentional Legality?

No, judges will either deduct, not deduct or warn based on the scenarios and guidelines above. The Event Producer may have their own policies that govern when to deduct vs warn.

2. How do we get a IASF legality approved video?

VIDEO RULING REQUEST: The [email protected] email address is only intended for rulings on videos regarding All-Star Cheer Rules. Please make sure you have included the division and level for which you are seeking a ruling (i.e. Youth 2, Junior 3) and the country you reside. Rulings are based on the skill as performed in the video and are not a guarantee of legality as skills may be performed differently at a live event.

POINT DEDUCTION

• Goal: Keep it safe! Safety of the athletes comes first. Avoid being too punitive. • Recognize that your role in point deduction is reminding and demonstrating to the team that the

skill that was executed was not safe (i.e. Top falling to the floor from an extended stunt). • Be fair and consistent. • Do not allow your experience/perception of how a coach/gym owner will react impact your ruling. • A deduction is a deduction regardless of the age or level of the team. • When in doubt – don’t give a deduction out (except for image policy and inappropriate

choreography when it has been discussed by the panel). • Ensure you know if you are a legality judge, point deduction judge, both or switching between each

per panel. • Be prepared. Bring your deduction scoring system, stop watch (make sure you check/practice with

it before you start) and your score tracking system/script sheet. • Reminder: Any CC Rubric based divisions where scores are not out of 100 (i.e. Level 1; Level 2 Mini,

Prep, Novice, Rec, etc.) must be converted to a Percent of Perfection out of 100%; then any deductions will be taken from that score.

• Be sure to consult the correct deduction amount depending upon the score system you are using (ie CC Comparative vs CC Rubric).

Communication • Tell the panel judge if there was something questionable but you are not deducting. • Be prepared for a panel judge to ask if you are deducting. • Do not allow a panel judge to explain why they think you should deduct- stay consistent to what

you have been doing that day. • Use the abbreviation guide. Mark if it is jumps, tumbling, stunt or pyramid. Keep your language

simple without unnecessary details. o i.e BF in stunt (mark general area of floor and approximate time) o Do not write: Heel stretch in back left fell.

mailto:[email protected]


ALL STAR RUBRIC SYSTEM - POINT DEDUCTION

● Applies to Cheer Canada All Star, Scholastic, Game Day & Specialty divisions. Does not apply to International divisions.

● All deductions may include, but are not limited to the examples below. Safety will be considered when assessing the severity of the deductions.

Athlete Fall -0.25

• Drops to the performance surface during tumbling and/or jump skills. • Includes (but not limited to) hand(s), knee(s), head down in tumbling or jump skills. • Factors that may result in no point deduction:

o Was the skill choreographed (team back handspring, then kneel etc.)? o Was it a technique issue (failed back walkover vs. choreographed bridge lower down)? o Was it an omission?

• Only includes drops to the performance surface during jumps and tumbling, not walking or dancing.

Building Fall -0.75 • Drops to a cradle and/or load-in position from a stunt, pyramid and/or toss, also includes base or

spotter drops to the performance surface during a building skill. • This is not an inclusive description of all falls that may be assessed as a Building Fall deduction. • The primary consideration will be the safety of the athlete's, and if the fall presented a safety

concern. • If a fall does not go directly to a load or cradle, the deduction judge will consider the location of

the top person’s feet, weight, and torso throughout the fall. • If a top person becomes unintentionally inverted due to a building fall, it will be considered a

building fall and not a safety infraction.

• Watch for:


o Typically mistakes up into a skill are technique, but, if the skill goes up and then comes down it is typically a fall.

o Was it an omission? An omission does not count as a building fall. • Multiple attempts by the same stunt group may be assessed up to two multiple building falls (more

than two will receive the maximum -1.75. See below.). • If a stunt falls out of bounds, the team will receive a building fall and a boundary violation. • A basket toss can be a building fall – extreme travel, flailing, unsafe catch etc. • If a top person falls as a result of a building skill/element, it will be a BF and not an athlete fall. For

example, if the bases toss a top person out of a cradle catch and the top person falls to the floor after a catch; this would be a building fall, not an athlete fall.

Major Building Fall -1.25

• Drops to the performance surface from a stunt, pyramid and/or toss by the top person and/or the bases/spotters.

o Includes, but not limited to: top person drops to the performance surface, multiple bases/spotters drop to the performance surface, top person lands on base/spotters who drop to performance surface. A penalty will not be assessed if a single base’s feet get tangled up and he/she falls. Must be a result of a top person falling on the base resulting in the base falling to the floor.

o If any combination of two people are on the performing surface it is a major building fall regardless.

• Examples: o Base(s) miss(es) the catch and the top person slips through their arms to floor. o Top person drops to their own feet (example: top jumping/stepping out). o Top is caught but the top bears their own weight on the floor during the catch (imminent

safety concern). Maximum -1.75

• When multiple deductions should be assessed during a stunt or toss (by a single group) or during a pyramid sequence, then the sum of those deductions will not be greater than 1.75.

• Two separate pyramids will result in separate deductions. The maximum deduction for a pyramid will section not exceed 3.5.

• For example: o If the same group incurs two stunt falls, give two building falls as it would be less than a

maximum deduction o If the same group has three or more failed attempts/falls, it will be a maximum deduction

Boundary Violation -0.25

• A -0.25 deduction will be assessed per occurrence for an athlete that makes contact with both feet outside the boundary.

• If the competition floor has a safety border it will be included as part of the competition boundary. • Does not include stepping on the line or foot just past the white tape. • It is a boundary violation if an athlete is on their back or in a seated position outside the boundary

even if their feet are still within the boundary. • If an entire stunt group is out of bounds, only one boundary violation is given.


Routine Interruption

• Sick/bleeding/injured. • Judges have authority to stop the routine (speak to your EP on procedure at the judges’ meeting

before the start of the event if you are unsure). • Routine Interruption steps:

o Note the time. o Deduct for the fall (if that was what caused the routine to stop). o During the second performance the team must still do a full out performance but judges

will only score from the routine stoppage time onwards (do not re-score portion before the injury).

Time limit violation -0.25

• One or more seconds over time will result in a -0.25. • Judges will use a stopwatch/device to measure official time. Knowing potential variance from

human reaction speed/sound system, judges will not issue a deduction until their official time exceeds two seconds past max time.

• Skills performed after time limit may not be assessed. • Global teams that have a cheer shorter than the minimum time may receive a time violation. • Timing will begin with the first movement, voice or note of music, whichever comes first. Timing

will end with the last movement, voice or note of music, whichever comes last. • Teams should be encouraged to enter the performance surface quickly and proceed directly to

their opening formation as well as exit the mat in a timely manner. • Scholastic: a music limit of 1 minute and 30 seconds, routine limit (including cheer) of 2 minutes

and 30 seconds. • Post Secondary Scholastic: Cheer portion minimum time requirement is 30 seconds. Maximum

time between Cheer and Music: 20 seconds. Music portion: 2 minutes and 30 seconds. Safety (see information in the previous section)

• -0.5 for tumbling out of level and general rules. • -1.0 for building out of level. • Skills out of level will not be counted towards difficulty.

Image Policy -0.25

• Inappropriate choreography, uniform and/or music, as well as violations that break the image policy will be issued a -0.25 deduction.

• Teams issued an image policy deduction may also receive a maximum performance score of 9.5. • The panel must agree unanimously to issue a deduction. If it is not unanimous a warning will be

given. A comment must be given for a warning or deduction. • If warned on Day one of an event and no change is made for Day two, the deduction will be given

on Day two and a comment must be included.


Unsportsmanlike Conduct -1.0 • Not usually given by a panel judge (likely event staff), speak to EP/head judge prior to deducting

When a coach is in discussion with an official, other coaches, athletes and parents/spectators they must maintain proper professional conduct. Failing to do so will result in 1.0 deduction and removal of coach or disqualification. Also Includes:

• Inappropriate and deliberate physical contact between athletes during the event. • Abuse of equipment or any items associated with the event. • Using language/gesture that is obscene/offensive/insulting. • Using language/gesture that offends race/religion/colour/descent/nationality/ethnic origin. • Failing to perform a routine (includes not performing full out when re-running a routine). • Excessive appealing. • Showing dissent towards a scoring official decision by word/action. • Threat of assault to an event official. • Public criticism of an event related incident/event official.

Minimum Athlete Requirement

• Cheer Canada’s division sizes allow a minimum of 5 athletes in all divisions. • If a team takes less than 5 athletes on the floor, they should be judged as if there are 5 athletes

performing AND have the EP check registration. • If 5 or more athletes were registered, no deduction is given but panel judges with adjudicate them

based on the mandatory minimum and the team will not be eligible for any bids to end-of-season events.

• If less than 5 athletes were registered, a 5.0 deduction may be assessed. • NOTE: If a team is seeking a bid to compete at the IASF World Cheerleading Championships, the

team size must comply with IASF rules and have a minimum of 16 athletes.

Point Deduction Q & A 1. Can level 1 athlete's doing building skills on their knees still get assessed a building fall? Yes, a fall is a fall no matter the level. Point deductions will consider the safety implications when deciding to assess a point deduction building fall.


ALL STAR RUBRIC SYSTEM - EXECUTION

Athletes are expected to demonstrate excellent technique when performing each skill. A team’s execution will be determined by all athletes performing the skill. The emphasis is on the TEAM, not individuals. Each execution category is broken down into Drivers, which determine the score.

Stunt/Pyramid Technique Drivers

Tosses Technique Drivers

Jump Technique Drivers

Tumbling Technique Drivers

● Top Person ● Bases/Spotters ● Transitions ● Synchronization ● Obvious Mistakes

● Top Person ● Bases/Spotters ● Height ● Cradle ● Obvious Mistakes

● Approach ● Arm Placement ● Leg Placement ● Landings ● Synchronization

● Approach ● Speed ● Body Control ● Landings ● Synchronization

Scores start at the maximum value (5.0 for All-star categories & scholastic jumps and 10.0 for scholastic building and tumbling categories). Essentially, all teams start with a perfect score in execution. The drivers are assessed and used to subtract from the value to determine the score.

How to Use the Drivers All Execution drivers (except obvious mistakes) can reduce the score by 0.1, 0.2 or 0.3 based on the lack of technical execution of each driver.

• If the driver was executed with excellent precision and form by the team no points will be subtracted.

• If the driver had minor technique issues by the team, not just 1 athlete in Tumbling/Jumps or 1 athlete in Stunts/Pyramids/Tosses the Execution score is reduced by: -0.1 in all star

• If the driver had multiple technique issues by the team the Execution score is reduced by: - 0.2 in all star

• If the driver had widespread technique issues by the team the Execution score is reduced by: - 0.3 in all star

• The Obvious Mistakes driver is NOT evaluated the same as the other drivers. For Stunt/Pyramid Execution, the -0.1 driver is not applicable.

• For Toss Execution teams can only be assessed -0.3 for Obvious Mistakes. See Stunt/Pyramid and/or Toss section for more details.

NOTE: No more than 0.3 can be taken off for each technique driver out of 5.0


TOSS EXECUTION: Teams with only 1 toss in the routine will always receive -0.3 off for each driver error, regardless of the severity of the issue. For toss execution do not be overly punitive as a toss typically last 1/47th of a routine. If only one toss is being thrown by one group in the entire routine, the team will either get -0.3 or nothing taken off for each driver. It is not possible to assess the team -0.2. This would be the same case if there were any other categories where only ONE skill is performed.

When determining if an issue is minor, multiple or widespread, always take into consideration how many groups or participants are taking part in the skill. Don’t be overly punitive. One or two athletes should not negatively impact the score (unless it is a very small number of athletes performing the skill). Take percentages into account. Consider cause and effect - If one driver is causing the issues with the other(s), it may only be applicable to remove one driver. Additionally, any stylistic technique preferences will not impact the execution score of a skill. Example - arm placements in jumps. Preferences of specific techniques are irrelevant and should not affect a score, the consistency of the technique used by all athletes is the focus. The execution drivers are on the score sheet. If a team loses a driver the judge should circle/note the driver(s) that were assessed so the team knows which aspects they need to work on. In the comments, judges should note what driver was subtracted, the value being subtracted and the specific part of the routine where the issue was. Do not explain how to fix the issue. Example: All star running tumbling: -0.3 body control, -0.2 synchronization. “During the opening running tumbling there were widespread issues with athlete body control demonstrated through bent arms and open legs in BHS and arched backs by most in the sets of the tucks. During the corner pod section tumbling synchronization was off in the first two pods starting with their ROs carrying through the rest of the pass.”

Stunt & Pyramid Execution Drivers (may include but not limited to):

▪ Top person: Body control, body lines/alignment, uniform flexibility, motion placement, legs straight/locked and toes pointed.

▪ Bases/Spotter: Stability of the stunt, solid stance (bases positioned shoulder width apart, feet stationary in skill (when stunt is stationary).

▪ Entries/Transitions/Dismounts: Connection of skills, transitions, how well they are performed, how well the top person is caught, control of arms, absorbed with legs, speed/control/flow from skill to skill

▪ Synchronization: Timing, load, skill & catch/dismount all executed on the same counts, driving up at the same time. *Teams that do not perform at least 1 level appropriate skill/transition by 2 or more groups in Stunts and Pyramids will automatically receive 0.3 off for Synchronization.

▪ Obvious mistake(s): o -0.2: 2 errors including Bobbles (Stunts/pyramids that almost fall or are saved), Building

Falls and/or Major Building Falls o -0.3: 3 or more errors including Bobbles, Building Falls and/or Major Building Falls o Teams that have only 1 error (regardless of error type) will not receive an Obvious Mistakes

driver assessment under Execution, but may receive a Building Fall or Major Building Fall


under Point Deduction.

Toss Execution Drivers (may include but not limited to):

▪ Top Person: Body control, consistent execution of skill/trick (ie uniformity), legs straight, toes pointed, arm placement

▪ Bases/Spotters: Using arms/legs to throw together, solid stance, positioned shoulder width apart, timing (of the throw with base partner)

▪ Height: Relative to the size of the athletes ▪ Cradle: Arms up to catch high, legs used to absorb catch, group positioned no more than shoulder

width apart, controlled ▪ Obvious Mistakes: -0.3 Building Falls, and/or Major Building Falls

TOSS EXECUTION: Teams with only 1 toss in the routine will always receive -0.3 off for each driver error, regardless of the severity of the issue.

Jumps Execution Drivers (may include but not limited to):

▪ Approach: Consistent entry, swing/prep ▪ Arm Placement: Alignment of arm position in jumps, uniformity of angles, when the jumps hit

everyone has to be at the same place, precise and controlled ▪ Leg Placement: Pointed toes, straight legs, hip placement/rotation (with knees at least facing the

ceiling), hyperextension/height (ie exceeds parallel is hyperextension, the “standard height” of legs is parallel), above average height of jump

▪ Landings: Feet together, legs/knees together, knees not bent past 90 degrees/not crouched, consistency of placement of upper body/chest position, uniformity of landing technique

▪ Synchronization: Timing (approach, skill and landing are synchronized)

Tumbling Execution Drivers (may include but not limited to):

▪ Approach: Arm placement into a pass/skill, swing/prep, chest placement, flow from skill to skill in a pass

▪ Speed: Consistent throughout the pass or building speed through the pass (not losing speed), connection of pass/skills

▪ Body Control: Head placement, arm/shoulder placement in skills, hips, leg placement in skills, pointed toes

▪ Landings: Controlled, legs/feet together, chest placement, finished pass/skill, incomplete twisting skills

▪ Synchronization*: Timing pass(es) (from approach through to landing) *NOTE: Teams that do not perform at least 1 synchronized pass will automatically receive 0.3 off for Synchronization.

Execution Q & A 1. How does the difficulty of the skill affect the execution score?

The difficulty of skills does not affect the execution score. Teams must do 1 synchronized Level Appropriate Skill to be eligible for max execution marks in stunts, and must do 1 synchronized pass in tumbling to be eligible for max execution marks in tumbling.


2. If a team falls out of everything, what is the lowest execution score they can get? The lowest execution score that will be given is a 3.5/5.0 or a 7/10.0. HOWEVER, if a team fails to perform ANY skills in a category (zero for difficulty), they will also receive a zero for execution.

3. If one of our stunts has a fall, how will this affect our execution score?

The deduction/safety judges assess deductions for falls. They should communicate with the panel judges if they are assessing a deduction. If a team has a single error, they will receive a Point Deduction (Building Fall or Major Building Fall) if it meets the criteria for a fall. If a team has multiple errors (including Bobbles), they will be assessed -0.2 (-0.4 for scholastic) if there are two errors or -0.3 (-0.6 for scholastic) if there are three or more errors. These point values come off their Execution score, plus they may also receive Point Deductions if the errors meet the definition of a Building Fall or Major Building Fall.

4. What is a Bobble? CC Rubric System - - A “Bobble” is a term used in the evaluation of the Obvious Mistakes Execution driver for building skills. It is defined as a stunt that almost falls but is saved (I.E. major balance checks). An omitted/dropped body position without instability is not a Bobble. 5. How are incomplete twisting skills treated?

CC Rubric System - Incomplete twisting skills, whether they are in tumbling, stunts/pyramids or tosses will be assessed in the associated execution score only. They will not result in a fall deduction UNLESS the incomplete twist results in a fall (i.e. uncontrolled catch in a cradle, fall to the seat and hands after an incomplete full in tumbling, etc.).


ALL STAR RUBRIC SYSTEM - BUILDING

Level Appropriate Skill (LAS) & Elite Level Appropriate Skills (ELAS) The Level Appropriate Skills (LAS) Chart is a non-exhaustive list of skills that will satisfy range requirements on the score sheets. Stunt skills classified as Elite Level Appropriate (ELAS) ARE an exhaustive list (applicable only to CC Rubric System - All Star/All Star Prep). Only the skills listed as Elite Level Appropriate Skills will be given credit as elite, even if the performed skill is considered more difficult than the listed Elite skill. Variations of the listed Building ELAS that do not meet the skill description will be assessed as LAS as long as the skills are Level Appropriate. NOTE: Lib and platform are not considered body positions. Body positions include: Stretch, bow & arrow, arabesque, scale and scorpion. NOTE: CC Comparative Scoring does not require or necessarily place a higher value on skills designated as

Elite under the Rubric system.

Stunt Difficulty Additional Reference Material Required:

• Level Appropriate Skills List • All Star Rubric & Quantity Charts - available on the Cheer Canada website.

New for 2019 - 2020: The top range has been expanded to allow for scores to better differentiate the difficulty of the team within this top range. The below level range has been removed.

Stunt Difficulty Ranges Level Appropriate stunt skills are cumulative throughout the routine.

• (3.0 – 3.5) Skills performed do not meet 3.5 - 4.0 range • (3.5 – 4.0) 4 different level appropriate skills performed by Most of the team, 1 of which is

Elite level appropriate • (4.0 – 5.0) 4 different level appropriate skills performed by Most of the team, 2 of which are

Elite level appropriate

Counting Skills - Stunt Difficulty

Level Appropriate skills are counted throughout the routine to determine the difficulty range. Stunt skills will only receive full credit if they show control through the pop or transition to another skill. What qualifies a skill as “different”?


To satisfy a difficulty range that requires “4 different level appropriate skills," the team must execute 4 different skills at the required ratio (“Most”) for their team size. A skill is defined as different based on: - the body level it starts at, the level it lands at - the number of legs it lands on - the skill/trick executed (such as a release, direction of rotation, amount of rotation, etc.).

For example: A Level 1 team could do shoulder stands and later do preps. Although these are both “Two leg stunt at prep or below”, they will qualify as two different skills because the skill set/technique of the skill is different.

▪ For twisting skills, there needs to be at least a quarter twist difference. For example, 1 ¾ up and a double up are two different skills.

▪ Based on that same logic, you would need at least a 1/4 twist difference in a body position to body position tic toc to make it different.

▪ Body positions do not constitute “different” in relation to mounts or dismounts. To get into range, dismounts will only be categorized as either from a two leg stunt or from a single leg stunt at each height. For example, a cradle from an extended lib in Level 3 would not be considered “different” from a cradle from an extended heel stretch.

▪ To get into the range, straight up and straight down stunts will only be categorized as either two leg or single leg at each height. For example, a straight up to extended lib in Level 3 would not be considered “different” from a straight up to extended heel stretch.

▪ Note however, Floor and waist level initiations are considered as the same point of initiation/landing.

Connected vs Combined Skills: Connected skills: Two or more skills performed in succession (sequentially) will be counted as separate skills. I.E. Tic Toc then a turn upon landing (turn and release happens sequentially). Combined skills: Two or more skills performed simultaneously will only be counted as one skill. I.E. Twisting tic tocs (when the turn and release happens at the same time). Cumulative Counting vs Same Section: Stunt Difficulty and Pyramid Difficulty allow for skills to be counted throughout the routine; the skills are counted cumulatively. When counting cumulatively remember:

• The requirement is that most of the team participates in a level appropriate skill for Stunt Difficulty. They do not have to be the same skills. (I.E. Most = 4, 2 groups do LA tic toc & 2 groups do LA twisting mount).

• Each set of “Most” must have different skills (I.E. Same skills are only counted once). Same Section: Single portion of the routine where skills from a skill set (I.E. Standing Tumbling, Tosses, etc.) are performed.

- Applied to Stunt Quantity, Senior 6 Stunt Quantity, Coed Quantity & Toss Difficulty.

Recycled Athlete: When an athlete is utilized in more than 1 group/skill in the same section. - Applied to Stunt Quantity, Stunt Division Expectations, Coed Quantity & Toss Difficulty.


- Recycling athletes within the same section is not permitted in the Toss Difficulty 5.0 requirement, Stunt Quantity, Senior 6 Stunt Quantity or Coed Quantity. This means that the requirements of these categories must be met by unique athletes.

Scoring Within the Range

Once the range is set for Stunts or Pyramids, use the difficulty drivers to establish the score within the range. The difficulty drivers include:

• Difficulty of the skills • Percent of team participation • Variety of skills • Combination of skills (level and non-level appropriate) • Pace of skills performed

NOTE: Difficulty drivers do not have a specific point value. For each driver ask yourself:

• Is there just enough to be in range? 4.0 – 4.2 o Minimum number of skills, counted cumulatively (low team participation)

• Was there plenty? 4.3 – 4.6 o Minimum number of skills shown with unique athletes/high team participation o Lower difficulty/simpler variations of LAS o Some variety in skill types (I.E. releases, twisting, inversions) o Some use of difficulty drivers (I.E. slow pace but good variety)

• Was it wow? 4.7 – 5.0 o More difficult LAS variations o High team participation o Strong pace and linkage of skills o Strong variety (I.E. releases, twisting, inversions)

Difficulty/Variety/Pace/Combo/Team Participation

Just enough Plenty Wow

4.0 – 4.2 4.3 – 4.6 4.7 – 5.0



Stunt Difficulty Q & A

1. Can you provide more examples of what skills would be considered “different”?: ▪ Level 1: A team could do braced tic toc below prep level and later do pendulums. Both

would be “Transition maintaining contact with at least one base” but they are different skills.

▪ Level 2: A team could ½ up to Prep and later ½ up to Extension. Because they are going to different levels they would be considered different skills.

▪ Level 3: A team could do back walkover out of cradle catch and later do forward roll out of prone position and they would get credit for two different skills.

▪ Level 4: A team could do double down from Prep and later do double down from Extension. Because they are coming from different levels, these would be considered different skills.

▪ Level 5: A team could do double down from scale and later do kick doubles from stretch. These are both coming from the same level however the kick in the second dismount example makes them different skills.

▪ Level 6: A team could do front ¾ cradle and later do back tuck cradle. These are both examples of “Free Flipping Dismounts” but are different skills, which would both receive credit.

2. To count for Most of the team doing a level appropriate skill, do all of the skills have to be the

same? For example, in Level 4 (a team of twenty), if we have two groups perform double downs from extension and two groups perform a pancake transition from prep level at the same time, will we still get credit for doing “most” of a Level appropriate skill or will it be considered less than Majority of two skills? The only requirement is that you show most of the team participating in a level appropriate skill for Stunt Difficulty. They do not have to be the same skills. Yes, you should get credit for doing most of a level appropriate skill. *However, as noted in the next section, the Elite Building Skill for Stunt Quantity (or the Co-ed Skill for Co-ed Quantity) must be the same skill for credit in those categories.

3. What do you mean by “2 (or 3 or 4) different level appropriate skills performed by most of the

team” on the stunt difficulty rubric? Stunts are now cumulative in terms of determining the difficulty range. If you have a team of sixteen athletes (Most = 3), to get into high range you need four different level appropriate skills, two of which are elite level appropriate. Therefore: 3 x 4 = 12 Level Appropriate skills. Six of which have to be Elite Level Appropriate for 4.0 - 5.0 range. At least four different skills have to be performed. Two different elite level appropriate and two different level appropriate. Let’s consider another team example to clarify how this is counted: A Level 3 team has twenty athletes. To get into 4.0 - 5.0 Range on the all star score sheet they need four different Level Appropriate skills at Most and two of those have to be Elite Level Appropriate skills done by Most. They need four stunt groups to be Most based on their team size.

LAS = Level Appropriate Skill ELAS = Elite Level Appropriate skill 4 x 4 = 16 stunts minimum. At least eight have to be ELAS.

Example #1 Example #2 Example #3 Example #4


a) 1 extended 1 leg stunt (LAS) b) 1 Full up to Prep 2 Leg (LAS) c) 1 suspended front flip (LAS) d) 1 waist to prep level tic toc (lib to lib) (LAS) e) 1 downward inversion from below prep level (BWO out of cradle) (LAS) f) 2 full down from prep (LAS) g) 1 Log Roll (L2) h) 4 full up to prep level body position (ELAS) i) 4 Ball up to prep level body position (ELAS)

a) 2 inversion from ground to extended 1 leg (ELAS) b) 4 Ball up to prep level body position (ELAS) c) 2 extended 1 leg (LAS) d) 2 Ball up to prep level body position (ELAS) e) 4 Full up to Prep 2 Leg (LAS) f) 4 suspended front flip (LAS)

a) 2 Full up to Prep 2 Leg (LAS) b) 1 Suspended Front Flip (LAS) c) 1 Thigh to Prep level tic toc (lib to lib) (LAS) d) 4 inversion from ground to extended 1 leg (ELAS) e) 4 extended 1 leg (LAS) f) 4 Ball up to prep level body position (ELAS)

a) 4 Downward inversion from below prep level (BWO out of cradle catch) (LAS) b) 4 Extended 1 leg stunt (LAS) c) 4 inversion from ground to extended 1 leg (ELAS) d) 2 Ball up to prep level body position (ELAS) e) 2 Full up to prep level body position (ELAS)

NO does not hit HIGH range NO does not HIGH range YES hits HIGH range YES hits HIGH range WHY? Does not have enough Level Appropriate Skills to be considered “Most” of 4 different. Note that g) is a Level 2 skill.

WHY? Team did most of 1 ELAS skill (6) but did not do most of two different ELAS (2). They would need to add 2 more stunt groups doing an ELAS skill that is different than Ball up to prep level body position somewhere in the routine. They could both be doing the same ELAS as a) above; or they could do something different but they cannot do the ball ups to prep level 1 leg again.

WHY? A+B+C = 4 LAS E = 4 LAS D = 4 ELAS F = 4 ELAS = 16 stunts Meets HIGH range requirement.

WHY? A = 4 LAS B = 4 LAS C = 4 ELAS D+E = 4 ELAS =16 stunts Meets HIGH range requirement.

4. Does a fall affect the stunt difficulty? Possibly. If you choreographed exactly the number of stunts you need for your range but one skill is missed (omitted) due to a fall in the sequence or if the skill falls prior to the pop for the transition or dismount, you would drop down to the next appropriate scoring range. Remember the stipulation: Skills only receive credit if they show control through the pop to dismount or transition to another skill. If the group hits the skill and then falls during the dismount or transition, the team will receive credit for the skill, but will also receive a deduction for the fall and the Obvious Mistakes driver may also be removed in execution.

5. We had six Level Appropriate building skills and the other team only had five. Why is their Stunt

Difficulty score higher than ours? Your actual score within the range is a reflection of the overall difficulty of the stunting throughout your entire routine and in consideration of the difficulty drivers. The number of skills and/or the number of Elite Level Appropriate skills are not the sole factors used to determine the Stunt Difficulty score.

7. Why are there release style skills listed on the level appropriate skills list for Levels 1 and 2 when release moves are illegal in those levels? Release style skills in Level 1 and 2, where release moves are illegal, include skills that are meant to look like true release moves but remain connected to someone on the performing surface. I.e. switch ups or tic tocs where a base or spotter remains connected to the top person’s foot or ankle.


Stunt Quantity Stunt Quantity is separate from Stunt Difficulty. There are 3 separate charts for Stunt Quantity, and each chart pertains to specific divisions. The Stunt Quantity chart is used to determine the stunt quantity score ONLY for all star teams who are not required to use the Co-ed Quantity chart. There is a separate Stunt Quantity chart for Cheer Canada/USASF Worlds divisions. The following divisions may include any number of males but Stunt Quantity still applies: Mini, Tiny, Youth, Junior, Senior 1, 2, 4.2, 5R, and International Open 4 or 4.2. Divisions that follow L1-5 Stunt Quantity (regardless of the # of males on the team): Mini, Tiny, Youth, Junior, Senior 1, 2, 4.2, 5 International Open 4 & Open 4.2

How to Use the Stunt Quantity Chart • Find team size under “Building Quantity Chart” and reference what quantity of 4 person stunt

groups is defined as “Majority” or “Most” for that team. • Identify the Level Appropriate or Elite Level Appropriate skills in the routine. • Verify what number of 4 person stunt groups executed these skills. • Reference the “Stunt Quantity” chart and award the score based on the skills performed at the

“Most” or “Majority” ratio.

Stunt skills will only receive full credit if they show control through the pop or transition to another skill. There are no ranges. If the team satisfies the requirements they achieve the set value. If the Stunt Quantity chart refers to an Elite skill, all groups counted towards 'Majority' or 'Most' must be performing the SAME Elite skill. If the skills are rippled they must be in the same section and not have any athlete perform in more than one stunt group to satisfy Stunt Quantity score. Similar to tosses, athletes cannot be recycled within the same section. The skill for the Stunt Quantity score must be done with a traditional group of four, which includes two bases, a top person and a spotter as a minimum. This group MAY include a front spot as long as the number of stunts performed to achieve the Stunt Quantity skill aligns with appropriate 'Majority' or 'Most' for the team’s size. Any skills that do not meet this requirement do not qualify for Stunt Quantity.


Example: A team of twenty athletes needs to have 4 groups perform an Elite level appropriate skill to receive a 5.0. If they perform four skills but one of the groups’ uses only three athletes, they would drop to a 4.8 for Stunt Quantity as only three of the groups met the requirement. If NO stunt is performed in a traditional group of four, the stunt quantity score would be 0.

Stunt Quantity Q & A

1. Will the one skill that my team performs for Stunt Quantity count towards my Difficulty score as one of my four skills required to meet the minimum requirement for the difficulty ranges?

Since Stunt Difficulty and Stunt Quantity are using the same quantity chart now, a team that attains the of 3.5 – 4.0 in difficulty may also get a 5.0 in stunt quantity provided the one Elite skill adheres to the Stunt Quantity 5.0 guidelines (groups of four, same section time, same skill, and shows control through the pop or transition to another skill).

2. How does the technique used affect Stunt Quantity (i.e. full/double ups, inversions & tic tocs)?

The skill may utilize a variety of grips and still count as an elite skill. Generally, if it looks like a duck; it is a duck. When performing twisting skills, look at where the skill starts and finishes. Once the skill is initiated, the twisting must be continuous to receive credit.

To be counted as a tic toc, it has to be a pop and switch, with the initial foot being replaced under the centre of gravity of the athlete by the second foot. The body weight of the top person cannot be supported on both feet at the same time. For credit for Elite skills that are transitions from an inverted position to a non-inverted position, the skill must be inverted at initiation of the skill (the bottom of the dip).

3. There are skills that can be performed in each level that are technically harder to do in

comparison to what is listed on the Elite Level Appropriate list. Will a team get credit for Stunt Quantity if they perform a harder skill than what is listed? No. A team will need to perform one of the skills listed on the Elite Level Appropriate skills list for Stunt Quantity credit. Teams can only be rewarded in stunt difficulty for performing stunts that are not listed as Elite.

4. If we don’t get Stunt Quantity credit for skills with less than four athletes, is there any benefit to

doing level appropriate skills with less bases? Yes. Teams that execute level appropriate skills with less athletes than the traditional stunt group of four (i.e. a “single base with spotter”) will receive credit under Stunt Difficulty. As it is more difficult to perform skills with fewer bases the score should go up in your range. Also, Elite stunts executed in groups smaller than four can still count as one of the required Elite skills for the 3.5-4.0 and 4.0- 5.0 ranges in Stunt Difficulty.

5. If a team does their Elite Level Appropriate Skill with the bases on their knees should I still give them credit in Stunt Quantity? A skill executed with the bases on their knees would not be eligible for Elite credit. The body level of the stunt requirement must be fulfilled with the bases standing on the performance surface.


Stunt Quantity - Worlds Senior Level 6 Senior Level 6 will follow the “Stunt Quantity - Senior 6” grid below:

For Senior 6, only the chart above applies. Both the requirement and the ratio (number of groups required) are listed in the same grid. The required Elite skill does NOT have to be the same skill executed by all the groups. Different elite skills may be performed as long as the required number of groups perform the elite skill(s) in groups of 3 or more, rippled or synched in the same section without recycling athletes. NOTE: Only 3 athletes are required in each group, but more than 3 athlete's per group may be used.

Coed Quantity

Coed quantity only applies to All Star Senior Coed Level 3-4 and Senior Coed Level 6. Coed quantity does not apply regardless of the number of males on the team in Tiny, Mini, Youth, Junior, Senior L1-L2, Level 4.2 or Level 5 (any division), Scholastic, Recreation, or Prep. There are separate Quantity charts and Coed Requirements for Coed Level 3-4 divisions, and Coed Level 6 divisions. Be sure to reference the correct Quantity chart AND the correct Coed Requirement Chart.

How to Use the Coed Quantity Chart • Identify the correct chart based on the division. • Identify the number of males on the team. • The number of males defines the required number of stunts performed in a coed style. • Reference the Coed Quantity chart for the division (pictured below). • The team must execute the number of required stunts (as outlined in the Coed Quantity chart),

and awarded a score based on what the difficulty of the coed style stunts as outlined in the Coed Quantity chart.


Coed Definitions

• “Toss”: Top person starts with both feet on the performance surface. Base starts with hands on top person’s waist.

• “Walk-in”: Top person and base start facing each other with one foot loaded in. • “Hands”: A skill referring to going to “hands” may be caught one foot or two feet.

A Coed Style Stunt:

• Consists of a base, top person and spotter (a spotter is not required if level rules permit) • Actual base/top may be male or female • Entry must be a toss or a walk-in • Base must be directly under the stunt • Base and spotter may NOT be chest to chest • Base and spotter may NOT change roles from initiation through to dismount


Coed Quantity Scores • The entry and stunt must be the same to receive full Coed Quantity credit. Stunts may be rippled

or synchronized but must be in the same section. Skills are not cumulative within the section and may not have any athlete perform in more than one stunt group.

o Clarification: If the required number of stunts show coed style entries, but they are not all the same type of entry, the score will be 3.5.

o Clarification: If there is a mix of assisted and unassisted coed stunt skills or varying degrees of skill difficulty (perhaps due to a mistake), all skills performed will be assessed as the lower skill value.

▪ Note: If a team needs three co-d skills, and executes five and only two are assisted, they would still receive credit based on having enough unassisted skills.

• Coed stunts must have a controlled dismount/pop off to the performance surface within the same section to receive full Coed Quantity credit.

o Clarification: If a stunt transitions to a multi-based stunt/load in position or pyramid prior to dismounting, it is no longer the Coed Quantity section and the team will not receive credit.

o Clarification: If a Coed style stunt is performed and then falls, the Coed Quantity score will be given, the obvious mistake driver taken off in technique and the building fall deduction will be assessed.

o The “controlled pop down/dismount” is used to gauge intent and to delineate the end of the section. It is not meant for less than perfect technique to be used against the difficulty score.

• For unassisted credit, the entire skill must be unassisted, up through the actual dismount of the co-ed skill to a cradle or to the performance surface.

• If NO co-ed skill is attempted a 0 will be given. • The stunt must show control and hold the skill for 4 counts. Counting begins once the stunt hits

and stops at the intended body level (I.E. extended, prep level, facing the front for twisting skills). Determination of this 4 count hold will still be at the judges discretion.

o If the skill is held for less than 4 counts: ▪ 3.5 for assisted ▪ 4.0 for unassisted

• A score of 3.5 will be assessed if*: ▪ Fewer than the required number of co-ed skills are performed based on the number

of male athletes . ▪ The coed style skill is completed but there is a failure to dismount/pop off in the

same section. ▪ The skill is lowered to the ground rather than performing a dismount/pop off. ▪ A variation of a coed style skill was completed at prep level or above (i.e. single

based handstand, chair, toe-pitch mount, etc.). ▪ If an assisted coed skill is executed but not held for the required 4 counts. ▪ If all required stunts are coed style but the entries are not the same. ▪ Coed skills must have full contact with the foot, and the hand/foot connection

between the base and top person must pause momentarily. This does not mean that it has to be sturdy and strong. Example: A show-and-go style skill or slapping the bottom of the foot does not constitute a coed skill and would warrant a 3.5 instead of full credit.

*NOTE: These clarifications are for Cheer Canada and outside events may not score this way.


Coed Quantity Q & A 1. Will the one skill that my team performs for Coed Quantity count towards my difficulty score as

one of my four skills required to meet the minimum requirement for the 3.5-4.0/4.0-5.0 range? Yes, your Coed Quantity stunt can also count towards one of the four different level appropriate skills needed as long as it is a Level Appropriate Skill. You may have to add additional skills if it is not performed by MOST as listed in the Stunt/Toss Quantity Chart.

2. Does a coed team need to perform multi-base stunting skills? A coed team is required to perform a coed skill for quantity; however, the stunt difficulty score will be rewarded based off of the stunting skills that most of your team performs. It is the coaches’ decision if they would prefer to include single-base or multi-base stunts in the routine in an attempt to increase stunt difficulty. Both will count.

3. What if all girl and coed divisions are combined?

If Coed and All Girl team(s) are combined, the All Girl team(s) will still be scored using Stunt Quantity and the Coed team(s) will still be scored on Coed Quantity.

4. My senior level 6 team is required to have two coed stunts but one group performs Toss one arm

cupie and the other doesn’t get off the ground. What would the score be? The score would be a 3.5. It is highly suggested that teams only put skills in that they have mastered.

5. If a spotter steps in and briefly touches the Coed Quantity skill, will that be considered assisted

or unassisted? Assisted. If anyone touches the co-ed stunt (base or top person) at any time (initiation of the skill, during the transition up, settling or stabilizing of skill at the top, top person hitches to another person, etc.) for any period of time, the skill will be considered assisted.

6. Can a coed style toss have a “turbo”/toe pitch from another base assisting on the toss?

No, this would not qualify as a coed style toss because both feet of the top person have to be on the floor at initiation. Ensure you are following the guidelines set out with-in this document under “Coed Style”. Depending upon the set up of the load, it could be considered a Walk-In.

7. Can a skill originate not off the ground and still count for Coed Quantity? For example: an

unassisted full up heel stretch, originating from a shoulder sit that is not released. No. You would need to toss it from the ground/or walk in in order to get full credit in this specific category.

8. If a base in a coed skill performs a one arm skill with their right hand, can their own left hand

touch their own arm (i.e. support the elbow)? Yes, as long as the base’s non-holding arm/hand touches only the supporting arm (shoulder/elbow).


Pyramid Difficulty Level Appropriate skills are counted cumulatively throughout the routine.

• • (30 – 3.5) Skills performed do not meet 3.5 - 4.0 range • (3.5 – 4.0) 3 different level appropriate skills, 2 structures performed by Most • (4.0 – 5.0) 4 different level appropriate skills, 2 structures performed by Most

For Pyramid Difficulty, teams will be scored on the Level Appropriate Skills performed in pyramid sections throughout the routine. Only ONE group in a pyramid sequence needs to perform the Level Appropriate skill to get credit but keep in mind that skills/transitions must be ‘different’ and repeating skills will not count more than once towards range. The actual score within the range will be derived from ALL skills in the pyramid(s) and the drivers. With a 1.0 point spread in the top range, pace and percent of team participation will have a strong influence on driving the score within the range.

Counting Pyramid Skills: Structures:

Teams must include structures in their pyramid sequence(s) (connected/attached skills as a “picture moment”) and structures must be held for at least one count. MOST of the athletes must be involved in the structure.

The Stunt and Toss Quantity Chart is what will be used to determine “most” in the structure. If Most for your team size is three, that means that three connected stunt groups have to be included in the structure to be considered as Most. The structure does not need to be level appropriate. Structures accumulate throughout the routine. There is no minimum requirement of the number of athletes that must participate in each stunt that is connected. I.e. If Most is three then a connected shoulder sit, shoulder stand, shoulder sit would satisfy the MOST requirement.

Two separate, but not connected, simultaneous pyramids can also add up to Most. Level Appropriate Pyramid Skills: - Mirrored skills are only counted once (I.E. 2 flyers execute braced front flips = 1 Level Appropriate Skill). - Level Appropriate structures count as both a skill and a structure. - Skills must be different. What makes a skill different? - Forward rotation is different from backward rotation (landing in a cradle vs load is NOT different) - See Stunt Difficulty section for more details.

Scoring Within the Range - Pyramids




NOTE: Difficulty drivers do not have a specific value. For each driver ask yourself:

• Is there just enough to be in range? 4.0 – 4.2 o Minimum number of skills, low team participation


• Was it wow? 4.7 – 5.0 o More difficult LAS variations and structures o High team participation o Strong pace and linkage of skills o Strong variety (I.E. releases, twisting, inversions)

Pyramids Q & A

1. If my entire team is in a structure and then a majority of my groups sponge down and only two of my groups perform a level appropriate dismount, will I receive credit for the skill in pyramid or stunts? If the dismount from the pyramid structure performed is level appropriate, you will get credit for the skill in pyramid difficulty. A team may also receive credit in pyramid creativity if the dismount is unique and visual. There are varying factors that could potentially allow a team to receive credit in stunts. For example, if some team members sponge down from the structure and move to a new formation and most of the groups are in a stunt (not connected) the team could potentially receive stunt credit.

2. Can the structure also be counted as a Level Appropriate skill?

If a structure is At Level, it may satisfy both requirements (level appropriate skill and structure). For example: It IS possible to satisfy requirements of the high range with only four skills total. Example: In Level 1, a team may perform a braced extension pyramid (at level skill AND structure), a braced 1 leg at prep level pyramid (at level skill AND structure), and two different transitional skills to satisfy the high range requirements (as long as the structures are executed by Most). Note that this gets more difficult to achieve in higher levels where at level structure types are more limited.


Toss Difficulty

This is a capped score (no ranges). If the team satisfies the requirements they achieve the set value. • 4.0 - Less than a Majority of the team performs a toss • 4.5 - Majority of the team performs a level appropriate toss • 5.0 - Majority of the team performs a level appropriate toss rippled or synchronized in the

same section

• Tosses are not permitted in Level 1, therefore, their total score will not include a toss difficulty or toss technique score.

• For the 4.0 or 4.5 score, the tosses may accumulate throughout the routine. • To score 5.0 the tosses must be performed in the same section (they may not accumulate throughout

the routine). The athletes completing the skills cannot be recycled (used more than once) within the same section to satisfy the requirements.

• Tosses are not required for scholastic teams and count as a level appropriate skill. See the scholastic section of this document for more details.

Tosses Q & A 1. To earn a 5.0 score, do the tosses have to be the same?

Tosses in one section do not all have to be the same toss, they just have to be level appropriate.

2. On a team of twenty athletes, is there an advantage to throwing four tosses over three tosses? Not for the toss difficulty score; it would be the same either way. With twenty athletes you only need three tosses to get the 5.0. However, there are two things to consider when making this choice. With it being easy to attain the highest range, the separation between teams will come from the technique score. One argument is to pick your three best tosses and do not do any extra; as any additional creates room to lose points in execution. However, adding an extra toss may add in some extra “insurance” if one toss is not executed (Example: someone does not make it to the spot, the at level skill is omitted in the toss, etc.); having four tosses planned will ensure that you still have majority and can attain the highest difficulty range. Your choice will depend on the ability and technique of your athletes. If you have four groups that have perfect technique, maybe the insurance is worth it. If you only have three groups that have perfect technique, best not to use the extra because the “insurance” may not be worth the drop in technique scores. However, you may also want to have one of those three groups do a toss somewhere else in the routine. That way, if for some reason one of your three tosses is not executed, you will only drop to the 3.5 - 4.0 range, not the 3.0-3.5 range for difficulty. Additional tosses may also be considered under Routine Composition. Judges may utilize Routine Composition to reward teams who are exceeding the minimum requirement of tosses in the high range and/or executing more difficult tosses or a greater variety.

3. If we have an incomplete twist in a toss, will this be a fall deduction, legality deduction or assessed in technique?


The answer depends on how the toss comes down and is caught. If it is unsafe/uncontrolled then yes, a fall deduction would be applied. However, if it is caught safely, this will be considered in the execution score. An incomplete twist could affect your toss execution drivers.

ALL STAR RUBRIC JUMPS & TUMBLING

Additional Resources Required: • All Stars Skills Chart 2019-2020 for Rubric & Comparative Scoring • All Star Rubric & Quantity Charts o ( documents available on the Cheer Canada website)

Jump Difficulty This is a capped score (no ranges). If the team satisfies the requirements they achieve the set value.

• 3.5 - Skills performed do not meet 4.0 requirement • 4.0 - Most of the team performs one advanced jump • 4.5 - Most of the team performs 2 connected advanced jumps, must be synchronized and include

a variety • 5.0 - Most of the team performs 3 connected advanced jumps or 2 connected advanced jumps

plus one additional advanced jump. Must be synchronized and include a variety. Note: Tiny/Mini: Jumps must be synchronized but do not require variety or connections for any range.

All approaches within the jumps must be a whip approach to be considered connected. The landing of the first jump is the set of the second jump. Generally if feet are on the ground for more than a count between jumps it is not considered a connected jump.


Basic jumps are Spread Eagle and Tuck Jump. Advanced jumps are Pike, Hurdler (Right/Left/Front/Side), Toe Touch, Double Nine. A variety requires at least two different jump types. Performing the same jump with different legs does not constitute a variety (i.e. left/right hurdler). Therefore a team performing a synchronized right hurdler, left hurdler, right hurdler would not show variety and would drop to 4.0. Jump skills must land on feet to be considered level appropriate and receive difficulty credit (i.e. jumps that land on knee(s) or seat, etc. would not count). If those are the only skills performed the team would receive a 3.5 (skills performed do not meet 4.0 requirement). Performing jumps in a ripple would drop the score down to 4.0 since the jump(s) is/are not synchronized. Jumps do not accumulate for scores of 4.5 or 5.0. If participation is less than “Most”, but a jump was executed by at least one athlete, the score given will be 3.5. If there are NO jumps in the routine, the score will be zero. The “additional advanced jump” referenced for the 5.0 must also be synchronized and performed by Most. When differentiating between “advanced” vs. “basic” jumps, the technique of the jump should not be too strictly considered. If in a toe touch both legs are below hip level (i.e. poor execution) but it is evident that the skill was suppose to be a toe touch (i.e. many athletes perform it correctly, athletes show some “sit” into the jump) they should receive difficulty credit for it being an advanced jump. They will be scored on the technique of the jumps separately.

Jumps Q & A

1. Can jumps connected to tumbling be used to satisfy jump requirements? Yes, the jump in a jump/tumbling combo can count towards jump requirements.

2. Is there any benefit to having the full team jump?

Not for jump difficulty. You are only required to have Most of the team executing jumps (roughly 60% for jumps and tumbling). 3. What are the differences for Tiny and Mini All Star, Prep and Novice?

• Tiny and Mini All Star teams do not have to connect their jumps with a whip approach. • Variety is NOT required for the highest score for Tiny and Mini All Star or Prep divisions. • Prep teams will cap out at 4.5 (most of the team performs two advanced jumps) and they do

NOT need to be connected by a whip approach. • Novice divisions are only scored on jump technique; difficulty of the jumps is not evaluated.

Therefore connected jumps, advanced jumps or variety are not required.


Standing Tumbling Difficulty Ranges Standing tumbling is cumulative throughout the routine (athletes may be recycled) EXCEPT for the synchronized pass requirement for non-worlds divisions. There are separate Standing Tumbling Difficulty requirements for All Star Level 1-5 & 6 JR, and the senior level 6 divisions. Requirements for both groups are found in the same chart:

• (3.0 – 3.5) Skills performed do not meet 3.5 - 4.0 requirements • (3.5 – 4.0) Most of the team performs a level appropriate pass • (4.0 – 4.5) Majority performs the same level appropriate pass synchronized from the initiation of the

pass • Senior 6 divisions: Majority performs an elite level appropriate pass

• (4.5 – 5.0) Most performs the same level appropriate pass synchronized from the initiation of the pass AND Majority performs an additional level appropriate pass

• Senior 6 divisions: Most performs an elite level appropriate pass in the same section

● Tumbling passes must land on feet to be considered level appropriate and receive difficulty credit.

● L1 – L5 & JR 6 Standing Tumbling – The same level appropriate synchronized pass cannot be used to fulfill the Majority pass requirement. Clarification: If your team needs twelve passes for Most and eight for Majority, if you do a synchronized pass with twenty athletes you CANNOT use eight of those passes to fulfill your Majority requirement.

● No skills out of a RO that are ILLEGAL in L1 will count for level appropriate credit in L2.

● No skills out of a BHS step out ½ turn that are ILLEGAL in L2 will count for level appropriate credit in L3.

● L4 running passes must be listed on the skills chart unless it includes multiple flipping skills in the pass or 1 flipping skill not performed in tuck position.

● Jumps within a pass will not break up the pass (i.e. Toe Touch BHS Toe Touch BHS is 1 pass in L3).

● T-Jumps are not considered a jump and will break up a pass into two separate passes.


The following is a list of skills that will not be given level appropriate credit. They are also listed on the Level Appropriate Skills Chart for tumbling under the applicable level:

● Level 2 - DIVE ROLLS; SKILLS OUT OF ROUND OFF THAT ARE ILLEGAL IN LEVEL 1 ● Level 3 - BACK HANDSPRING STEPOUT ½ TURN; ● Level 4 - JUMP FRONT ¾ FRONT FLIP ● Level 4 - RUNNING PASS THAT IS NOT LISTED IN THE LAS CHART WHICH ONLY CONTAINS 1

FLIPPING SKILL IN A TUCK POSITION (I.E. PUNCH FRONT FORWARD ROLL) ● Level 6 - DIVE ROLLS IN ARCH OR SWAN POSITION ● Level 6 - JUMP TO ARABIAN OR JUMP TO BARANI AS THE ONLY TWISTING SKILL ● Level 6 - PASS TO LAYOUT ½ OR ARABIAN OR BARANI AS THE ONLY TWISTING SKILL ● Level 6 - JUMP TO ARABIAN OR JUMP TO BARANI AS THE ONLY TWISTING SKILL

“Synchronized from Initiation of the Pass” In the 4.0-4.5 and 4.5-5.0 ranges for Standing Tumbling (L 1-5 & JR 6), the grid has a requirement of: “Most of the team performs the same level appropriate pass which must be synchronized from the initiation of the pass” Synchronized requires:

- The synchronized pass to start at the same time/count. Ripples do not count as synchronized.

- The initiation is considered the sit and swing into the initial skill, or the approach of a jump immediately before the pass.

- The skill/entry into the pass must be the same for all athletes that are being counted to satisfy the requirement of most. (I.E. Some athletes could not start on a knee, while others start standing).

- If the pass begins with the same skill and at the same time, but some of the athlete's continue on after at least 1 synchronized skill has been executed, this would still be considered synchronized from the beginning of the pass.

- I.E. L3 team of 20 - 12 athletes execute a synchronized jump back handspring and 6 athletes continue to do another backhandspring = synchronized from initiation of the pass

- I.E. L3 team of 20 - 6 athletes execute a synchronized jump back handspring series, and 6 additional athlete's join in on the 2nd back handspring = NOT synchronized from initiation of the pass.

Same Section - Standing Tumbling: The Standing Tumbling 4.5-5.0 range for Senior Level 6 (Worlds) divisions requires that an elite level appropriate pass be performed by Most in the same section. The skills may accumulate (athletes may be recycled) during the same section only (not throughout the routine).

Clarification for Standing Tumbling Same Section (Senior 6 Worlds Divisions; 4.5-5.0 range only) – There has been wide variation on how this is being applied across both Canada and the US. The score sheet committee has now agreed to use the following criteria to have consistency. NOTE: This is for Cheer Canada only and events outside of Cheer Canada may not follow and apply the information below.


Both A and B must be met:

A. There may be no more than twelve counts from the landing of a standing tumbling skill to the initiation of the next standing tumbling skill to still be deemed the same section.

B. The athletes being recycled may not execute any other scored skill set between passes (whether skills are at level or not). Motions/Choreography do not break up the section. Jumps will not break up the section if they are immediately connected to a standing tumbling skill.

Definitions for “Landing” and “Initiation” for this purpose: Landing - feet landing on the mat and not necessarily when the athlete stands. Initiation - the sit & swing of the skill, approach of the jump, or the preceding steps that lead directly into the pass. Example 1: An athlete completes a standing tumbling pass then moves to a basket toss while his/her teammates are still continuing standing tumbling. When finished the basket toss, the tumbler completes another standing tumbling pass. In this example, this athlete’s second pass would not be considered as in the same section because that athlete did not follow B above. Once a tumbler performs a different skill set (i.e. a basket toss or a lift) after their standing tumbling pass that athlete cannot come back from the skill to perform another standing tumbling pass and have it be counted as being in the same section. Example 2: Five tumblers complete a standing pass and then join the team in a two eight count motion sequence while moving to new spots on the floor. After two eight counts the same five athletes complete another standing tumbling pass. This would not be the same section. HOWEVER, if just one person continues standing tumbling while the motions are happening so that there is no pause longer than twelve counts between the landing of any standing tumbling skill and the initiation of another tumbling skill, then all passes would be counted as same section.

Scoring within the Range - Standing Tumbling

In an effort to reduce the number of Standing Tumbling passes performed in L1-L5 & JR 6 Divisions, the following criteria will be used when awarding higher scores within a range:

• Degree of Difficulty of the passes • Variety of Passes • Satisfies or exceeds the quantity requirement utilizing grouped or synchronized passes

These drivers do not have a specific point value, except in the top range. Top Range Difficulty Tool: Once range is set, if the team is in the 4.5 - 5.0 range, use the following chart to set the score within the 4.5-5.0 range for Level 1 – 5 & JR 6 (not Senior 6). The bottom line on the chart refers to the second part of the difficulty range requirement (the additional pass at majority). If that majority requirement is met by using grouped/synchronized passes (rather than a single person’s passes accumulating), then the team would earn the 0.1 for that driver.


If they do two or more different types of skills rather than the same pass twice, they would earn the Variety 0.1 driver. For the degree of difficulty of the standing tumbling, all standing passes are taken into consideration, judges can choose to award 0, 0.1, 0.2 or 0.3 towards degree of difficulty. The judge determines if the team had “Just Enough” difficulty (0.1); “Plenty” of difficulty 0.2; or “WOW” amount of difficulty (0.3). There is no specific recipe for any of the three degrees of difficulty point scales; there are multiple ways to get to the 5.0

0.1 0.2 0.3

Degree of difficulty

Yes (0.1)

Variety

Satisfies/exceeds quantity requirement using grouped or synchronized passes

Example: ABC All Stars have 16 athletes on their Level 1 team. They complete nine cartwheels (from static position) synchronized at the initiation (Most = 9). In a different section they do twelve back walkovers using three groups of four back walkovers (Maj = 7). Using the chart, they would receive 4.8.


Running Tumbling Difficulty Range

Running tumbling is cumulative throughout the routine (athletes may be recycled). • (3.0 – 3.5) Skills performed do not meet 3.5 -4.0 range requirements • (3.5 – 4.0) Less than a Majority performs a level appropriate pass

• Senior 6 divisions: Majority performs a level appropriate pass • (4.0 – 4.5) Majority performs a level appropriate pass

• Senior 6 divisions Most performs a level appropriate pass • (4.5 – 5.0) Most performs a level appropriate pass

• Senior 6 divisions: Majority performs an Elite level appropriate pass *No skills out of a round off that are ILLEGAL in Level 1 will count for Level Appropriate credit in Level 2. *Punch front forward roll will not count for level appropriate credit in L4. *T-Jumps are not considered a jump and will break up a pass into two separate passes. *Jumps do not break up a pass.

Scoring within the Range - Running Tumbling

Once range is set, use the following drivers to set the score:

• Difficulty of the passes throughout the routine • Percentage of team participation • Combination of skills (level and non-level appropriate) • Synchronization of passes • Pace and speed of skills performed

* Remember that synchronization and specialty passes are not required but may be rewarded within the range. * Difficulty drivers are NOT valued at 0.1 each for Running Tumbling.


Level Appropriate Passes and Elite Level Appropriate Passes The Elite Level Appropriate Passes list on the LAS Chart is NOT an exhaustive list for Level 5 and 6 Standing or Running Tumbling. Essentially, anything more technically difficult than the skills listed in the Level Appropriate Passes section would be considered Elite Level Appropriate (except for a simple sequential combination of one or more Level Appropriate Passes).

Standing and Running Tumbling Q & A

1. The scoring system is asking for Level Appropriate Passes rather than Level Appropriate Skills – Why and what does that mean? Tumbling will be judged based on level appropriate passes within the routine rather than each individual level appropriate skill within each pass. For example, if a Level 4 athlete performs a round off, back handspring, whip, back handspring, whip, back handspring, layout step out, the team would receive credit for doing one level appropriate pass rather than doing three level appropriate skills. The difficulty of the passes (additional skills, specialty skills, etc.) will be considered WITHIN the range only.

The standing tumbling pass begins when the athlete initiates the pass and the pass ends when the athlete lands (pauses or stops). It doesn’t matter if the athlete performs one skill or multiple level appropriate skills within the same pass. It will only be counted as one pass. If a team is looking to receive credit for two passes, they must STOP after the first level appropriate skill/pass, PAUSE (or take steps) and then continue with a second pass. Other considerations concerning passes:

• Bounce back passes in running tumbling that tumble to a corner and rebound/bounce back

from the corner will be counted as ONE pass. The difficulty of the pass would be considered in the range. However, if there is a clear stop and pause, and then a new pass begins that would be counted as two passes.

• Passes that incorporate a rebound/turn are two different passes. i.e. Level 3: Back handspring, back handspring, round off, back handspring tuck in Level 3 will be one standing pass and one running pass.

2. If a team has NO running tumbling (or standing tumbling), will they get a zero?

Yes. If a team does nothing in a scoring category they will get a zero. However, all tumbling would count (not just at level). So a Level 6 team with one forward roll hiding in a dance would get the lowest score (3.0) for tumbling and not score a zero.

3. Do Passes accumulate?

Both Standing and Running Tumbling passes will accumulate throughout the routine. Standing Tumbling will always accumulate. However, the synchronized pass required for the two highest ranges in Standing Tumbling* are not cumulative and therefore must show the required participation level (i.e. Majority/Most, etc.) synchronized.


Example: On a Level 4 team of twenty athletes you can have one athlete do twelve level appropriate standing passes throughout the routine to get into the 3.5 – 4.0 range. This could also be attained by twelve different athletes performing one level appropriate pass. However, ten (majority) athletes performing the same level appropriate pass, synchronized from initiation would be required to get into the 4.0 - 4.5 range. The 4.5 - 5.0 range would require even more (Most of team performs the same level appropriate pass, synchronized from initiation AND Majority of the team performs an additional level appropriate pass).

In the 4.5-5.0 range for Senior 6 Standing Tumbling, the Elite Level Appropriate passes may only accumulate within the same section.

*For Prep Teams: Prep teams will cap out at the 4.0-4.5 range with Majority of the team performs the same level appropriate pass, synchronized from initiation.

4. Does a Level 5 team need to perform Elite tumbling passes? No. Elite passes are only required for Level 6 teams (however, level appropriate elite passes could drive your score within a range.)

5. For Level 6 Elite Level Appropriate passes – Can we do passes that are not listed? Yes. This is different than elite stunts for quantity and difficulty scores. For Level 6 tumbling, anything

more technically difficult than the passes listed as NON-Elite level appropriate would be Elite Level Appropriate. Simply changing the number of jumps or combining non-elite level appropriate passes together is not enough to make them Elite. For example:

a) Front Walkover, Front Handspring, Round Off Back Handspring Full would not be considered

Elite. This is still just low level skills (level 1 and 2 skills) connected to a full. b) However, Round Off BHS Whip to Full BHS Series Double Full would be considered Elite even

though it is not specifically listed as an Elite Level Appropriate pass.

6. Is an Arabian considered a Level 5 pass? Yes, it would be considered a Level Appropriate Pass.

7. If we have an incomplete twist in tumbling, will this be a deduction or will this be assessed in

technique? Would be still get credit for the skill? That depends. If the incomplete twist results in a fall you would be assessed a fall. Level 5/6 incomplete twisting skills should be given credit for attempting the skill as long as it meets the following criteria: Exceeds a half (for attempted Fulls) or full and a half (for attempted double Fulls).

*Keep in mind if enough athletes are not landing and completing their twisting skills this could affect their execution score (Landings). *IASF/Comparative scoring divisions will receive a point deduction for incomplete rotations. See Comparative Scoring Guidelines for details.

8. How do I know what is worth more in terms of difficulty – Is it percent of participation more

important than variety or degree of difficulty? You should consider all of the difficulty drivers in addition to the technique of the passes that your athletes can achieve. Once you hit a range (quantity), you must also consider the quality of the passes.


9. What do you mean by synchronized from the beginning of the pass?

To be considered a synchronized pass, the athletes must do the same skills from the beginning of the pass. Examples:

• Ten athletes perform a BHS back tuck and ten athletes perform a back tuck simultaneously = not synchronized from the initiation

• Ten athletes perform a toe-touch BHS and ten athletes perform a BHS = not synchronized from the initiation of the pass

• Ten athletes perform a toe-touch BHS BHS and ten athletes perform a toe touch BHS = Synchronized from the beginning of the pass (as long at the toe touch and first BHS were at the same time). We would consider the synchronized pass as toe-touch BHS.

10. We need ten elite passes for high range on my Level 6 worlds team. For standing tumbling it says “most of the team performs an elite level appropriate pass in the same section”…it doesn’t say “synchronized” like it does for levels 1-4. Can I satisfy this requirement by:

a) Having five athletes do standing fulls and then have the same five athletes do series to full…would this add up to ten elite passes in the same section? Yes, as long as no other type of skill (stunts, running tumbling, etc.) is being performed by those athletes in between the two different passes. * See same section

b) Having ten separate athletes doing the same skill rippled? Yes, that can count as well.

c) Having ten separate people doing different elite skills (i.e. four standing fulls and six OTHER PEOPLE doing series to fulls)? Yes, this can count as well, but again, it has to be done in the same section.

11. Can we add connect skills after a cartwheel in Level 1 to increase our Standing Tumbling score?

No. If you connect a skill it will become a Running Tumbling Pass.

By design, a cartwheel should technically always be a Running Tumbling skill unless it is done from a static lunge position with no prior steps. However, there is an exception for Level 1 for panel judges to consider a cartwheel either as a standing or running skill depending on how it is done (one step = standing, more steps/hurdle = running) and what the team needs. However, in standing tumbling, once you add a connected skill after a cartwheel (or any other forward facing skill), even if it is just another cartwheel, it always becomes a running pass, regardless of the skill.

Consider the IASF definition of Standing Tumbling: “A tumbling skill (series of skills) performed from a standing position without any previous forward momentum. Any number of steps backward prior to execution of tumbling skill(s) is still defined as "standing tumbling." The key line here is “…without any previous forward momentum”. A forward skill (forward roll, cartwheel, front walkover) must start from a static lunge position for it to have no previous forward momentum and truly be a Standing Tumbling Skill as per the IASF rules. A step, hurdle, multiple steps or another forward facing connected skill would all give the skill forward momentum and the skill would then be considered Running Tumbling.

Panel judges are not required to know every detail of the IASF rules. So the easy “rule of thumb” that panel judges follow is that any skills that go forward are Running Skills and any skills that start/go backwards are Standing Skills.


Because Level 1 skills are so limited, Scoring System creators have decided that for LEVEL 1 ONLY, they will allow some forward skills to be considered as Standing Tumbling and Running Tumbling skills by PANEL judges, to allow for more variety and better progressions.

These skills include:

FORWARD ROLL • STRADDLE ROLL • HANDSTAND FORWARD ROLL • FRONT LIMBER • FRONT WALK OVER • CARTWHEEL

This exception is ONLY for Level 1. Again, the forward skills must be performed as a single skill (not connected). Panel Judges will allow a step into the skill. But once the skill connects to another skill it becomes a Running Tumbling Pass. Connected standing skills must go backwards.

12. Does the additional pass in the Standing Tumbling HIGH range for L1-L5 & JR 6 divisions have to be different from the synchronized pass (i.e. Can we do Most of the team doing jump tucks, and then later have Majority of the team doing jump tucks again)? The additional pass does NOT have to be different so YES you could do jump tucks twice as in your example to hit that range. However, the same level appropriate synchronized pass (in one occurrence) cannot be used additionally to fulfill the Majority pass requirement. Clarification: If your team needs twelve passes for Most and ten for Majority, if you do a synchronized pass with twenty athletes you CANNOT use eight of those passes to help fulfill your majority requirement.

13. Should we synchronize our Running Tumbling passes?

As a coach you will need to decide if synchronizing passes make the most sense for your team. They have the potential to significantly boost your difficulty score, however, if your synchronized passes are not timed well, you may end up with a lower score in technique and not get credit for the synchronization in your difficulty score. The answer to this question depends on the ability level of your athletes.


ALL STAR RUBRIC OVERALL

Stunt and Pyramid Creativity Creativity includes level and non-level appropriate combination(s) of skills that are visual, unique and innovative.

• Motions of the top person are not considered creativity. • Creativity does not mean you have not seen it before. • NOT difficulty of the skills but the creative way in which they were performed. Judges will be

considering the entry, stunt, transitions and dismount of each stunt sequence to determine what ratio of the skills incorporate creativity.

• If something was creative at the start of the season, it should still be considered creative at the end of the season.

• Additional lifts throughout the routine should impact stunt creativity score. • Remember that Stunt Creativity and Pyramid Creativity are two different scores and need to

be treated as such. • Examples of creativity may include:

- ripples, levels, movement to create visual effect, tumbling into or out of skills etc. Unofficial Creativity Ranges (this is just a guideline)

2.0 - 2.1 Below average creative content. Minimal or no effort given to incorporate visual, unique or innovative ideas

2.2 – 2.3 Average creative content. Some but limited effort given to incorporate visual, unique or innovative ideas

2.4 – 2.5 Above average creative content. Obvious and thoughtful effort given to incorporate visual, unique or innovative ideas

When writing comments use words and phrases from the rubric but try to be specific Ex: “Above average creative content in the first stunt section. Entry was innovative and visual. Use of non-level appropriate lifts was eye catching. However, second stunt section lacked variation and dynamic elements in entries, transitions and dismounts.”


Dance • Unique category as it includes technique and difficulty combined into one score • Comments and weighting should include both equally

Things to Consider for Difficulty Things to Consider for Technique

• High Energy • High Entertainment • Visual Elements

- Levels - Formations/Transitions - Partner work - Foot work - Floor work

• Intricacy

• Perfection • Synchronization • Pace

Unofficial Dance Scoring Guide

0.1 - 0.4 Difficulty of the Dance: - variety of levels, formation changes, partner/foot/floor work, pace, intricacy

0.1 - 0.4 Execution of the Dance: - technique, perfection, synchronization, uniformity

0 - 0.2 Energy/Entertainment: - entertainment, energy, visual elements

Difficulty (0.1 - 0.4) + Execution (0.1 - 0.4) + Energy/Entertainment (0 - 0.2) = Score between 9 and 10.

Routine Composition How the routine was put together (not overall impression). The score can change day 1 to day 2, based on timing and execution which may enhance the visuals that were choreographed. When scoring remember to consider:

• Precise spacing and formations (including technical skill areas) • Seamless patterns of movement in transitions (are people bumping or having to sprint to spots?) • Innovative, visual and intricate ideas • Additional skills (level and non-leveled skills; skills over and above difficulty requirements in capped

score categories i.e. extra tosses, jumps or co-ed skills, etc.) As with creativity there are no official ranges but consider this as a guide:

9.0 – 9.4 Less than 50% of routine includes precise spacing in formations and seamless patterns of movement in transitions. This includes innovative, visual and intricate ideas, as well as, any additional skills performed to enhance overall appeal.

9.4 – 9.7 50% of routine includes precise spacing in formations and seamless patterns of movement in transitions. This includes innovative, visual and intricate ideas, as well as, any additional skills performed to enhance overall appeal.

9.7 – 10.0 75% or more of the routine includes precise spacing in formations and seamless patterns of movement in transitions. This includes innovative, visual and intricate ideas, as well as, any additional skills performed to enhance overall appeal.


Performance

For Cheer Canada, the Building, Tumbling, and Overall judges will each assess their own score. There is no requirement for all three panel judges be within a similar range. Tumbling and Building judge(s) only score and comment on Performance during their respective skill sets (i.e. Building judge(s) assess(es) Performance during Building Skills and Tumbling judge(s) assess(es) Performance during Tumbling Skills). The Overall Judge will assess Performance as a whole throughout the entire routine. The Performance scores on the bottom of each category sheet are averaged to determine the performance score out of 10, shown on the final tally. No skills are required and the goal is to encourage genuine and appropriate athletic expression. While there are no official ranges, here is a general guide:

9.0 – 9.4 Less than 50% of the athletes demonstrate high levels of energy and excitement while maintaining genuine enthusiasm and showmanship. This will include appropriate athletic impression throughout the routine.

9.4 – 9.7 50% of the athletes demonstrate high levels of energy and excitement while maintaining genuine enthusiasm and showmanship. This will include appropriate athletic impression throughout the routine.

9.7 – 10.0 75% or more of the athletes demonstrate high levels of energy and excitement while maintaining genuine enthusiasm and showmanship. This will include appropriate athletic impression throughout the routine.

Performance & Image policy/inappropriate choreography There is a point deduction for violations of image policy & inappropriate choreography. However, teams issued a 0.25 deduction or a warning for this may also have a penalization to their performance score. The performance score will be a maximum of 9.5. Therefore, they can only be given 9.0-9.5 for their performance score.

Overall Score Sheet Q & A

1. Are there any minimum scores or ranges within the values for Dance, Performance and Routine Composition? The minimum is 9.0 for Dance, Performance and Routine Composition. Judges are encouraged to use the range. It is okay for two (or more) teams to score exactly the same if they truly are matched in quality. However judges must be cognizant of the fact that they are ultimately hired to rank the teams in the divisions…scoring everyone the same/very close does not achieve this goal.

2. I am confused by the difference between Performance and Routine Composition. Can you explain the difference? In the most simplistic terms, for Performance you are scoring the athletes on how well they “sold” the routine. Performance is the “smile” category. For routine composition you are scoring the coach/choreographers’ ability to create (and teach) a routine that is exciting & intricate but also suits the ability of the athletes. Read the descriptions for each category on the score sheet with this mindset.


3. If two people bump into each other while moving to spots is there a deduction?

There are no deductions assessed for bumping in general routine choreography. Judges will take this into account when determining the score in the Routine Composition category.

4. My routine composition score should not change between day one and day two, right? The score CAN change between day one and day two. Judges can only score what they see in front of them. If, on day one, the execution of the routine is such that the judge cannot see the intended visual effects and patterns of movement (people not making it to spots, timing off in choreography, people bumping or missing counts, etc.), the judge may score the team lower than on day two when the full effect is revealed once the execution is better.

5. Can you explain with a little more detail what is Routine Composition? Routine Composition is the team's ability to demonstrate:

● Precise spacing/formations in all categories of skills (stunts, pyramids, tosses, jumps, dance, running and standing tumbling).

● Transitions/seamless patterns of movement. Is there a plan? Is it put together with purpose? Does it flow or is it frantic? Does it look choppy like “Skill-Stop-Move-Skill-Stop-Move” or do the skills and sections flow through to each other almost without notice? Are athletes constantly running across the floor to get to the next formation or do they seem to magically end up exactly where they need to be for the next section?

● Innovative, visual, intricate ideas. Not just in skills but throughout the routine. Creative elements that add to the appeal of the skills performed, visual elements that may include the use of different levels of skills or patterns that create visual interest both in a close up view and from a bird’s eye view; usage of skills in a non-traditional creative way, or a theme, etc. Does not have to be things that nobody has ever seen before.

● Additional skills (both level appropriate and non-appropriate) performed to enhance the overall appeal (visuals, extra difficulty, etc.). This could include extra choreography like lifts, partner work or other non-level appropriate skills used to transition into a new section; the extra basket toss or jumps that will not add anything else to the category difficulty scores but show how strong the team is, or creative entry or exit from basket tosses, or maybe even a hyper-extended heel stretch performed by the whole team that shows the amazing flexibility of the entire team, etc. The list could be endless.

6. If a team has no dance, will they get a zero?

Probably not. They would have to have no motions at all in their routine (not even in stunts) to get a zero in dance. If they had no dance section but had motions in their stunts (or elsewhere), they would get the lowest possible dance score.

7. Can you explain in a little more detail what is meant by Performance and what the judges are considering when scoring this category?

This category pertains to how well the athletes sell the routine. It is NOT skill based, nor is it the perfection of skills. It is not choreography or overall impression/appeal. It’s more about how the athletes’ performance makes you feel. Does it draw you in and engage you? Are there high levels of energy and excitement? Is the performance appropriate for public viewing and/or all ages or are there movements that are not appropriate for an athletic performance? Do they project confidence? Are the facial expressions genuine or do they appear choreographed? Is the body language


natural/genuine? Are they keeping eye contact with the judges/crowd or looking at the floor? Do all members look confident or it is just a few? etc.

ALL STAR RUBRIC - ALL STAR PREP

The focus is on technique & learning for All Star Prep. *Check the Cheer Canada website for other restrictions for prep teams (Routine time limit, may only compete one day, etc.). *Scores must be converted to percent of perfection of 100% prior to assessing deductions. Key Differences from All Star:

• Capped at 4.5 for top range for difficulty in the following categories: o Stunts & Pyramids o Jumps (* does not need to be synchronized, connected or include a variety) o Standing & Running tumbling

• Tosses are not permitted therefore both the toss difficulty and toss technique categories are not included on the Prep scoresheet.

• No Stunt/Coed Quantity ● Note that the top range is 4.0-4.5 (different from All Star) ● *NEW FOR 2019/2020* 1 Elite skill at Most is required for top range ● Note that the top range is 4.0-4.5 (different from All Star).

● Jumps do not need to be connected by a whip approach, include variety or be synchronized.

NOTE: that the 4.5 -5.0 RANGE DIFFICULTY TOOL chart for judges does not apply to the top range of standing tumbling in All Star Prep.


ALL STAR RUBRIC - ALL STAR RECREATION/NOVICE

• Teams are not ranked against other teams. Instead they are rated as Outstanding, Excellent and

Superior (use scores and charts below). • Teams are not evaluated on difficulty and therefore, there are NO difficulty rubrics. • Stunt/Co-ed Quantity, Stunt and Pyramid Building Creativity are not on score sheet. • Mini, Youth, Junior and Senior Recreation/Novice divisions follow the Level 1 rules (which also

means no Tosses). • There is no requirement for variety or connected jumps. • Tiny Recreation/Tiny Novice teams are not permitted to perform building skills. • Tiny Recreation/Tiny Novice are only allowed to do forward rolls and cartwheels. • Recreation and Novice teams are not evaluated on tumbling skills if performed (will be included as

part of routine composition). • Novice score sheet is out of 45 • Tiny Novice score sheet is out of 35

* Check the Cheer Canada website for other restrictions for Recreation/Novice divisions (Routine time limit, may only compete one day, etc.)


ALL STAR COMPARATIVE SCORING SYSTEM - IASF, GLOBAL & NON TUMBLING

Cheer Canada has adopted a scoring system structured after the system used each year at The Cheerleading Worlds by the International All Star Federation. This year, Canadian teams competing in international divisions at regular season events will be scored on this system to better align their scoring experience in the regular season with their experience at major international events. The system departs widely from previous rubric-style system used in this country. All stakeholders in the industry are encouraged to read the following document carefully to understand how the system functions and its key differences from previous scoring systems. - Applies to divisions designated as IASF/International. - Ranges are broad, teams are ranked comparatively against other teams in the same division. - Variations in scoring from day to day, event to event and throughout the season are to be expected. - Some judging concepts are similar to Rubric Scoring, but are broadly applied and not associated with specific point values. - There is no list of Elite skills and no Stunt Quantity. - The system does not have specific skill counts that are required for ranges, which allows for creativity and the development of a coaching strategy suited to your team. What does a “comparative scoring system” mean? This means that the judges will watch the routine and compare it to the other routines in the division. If Team A’s stunts are better, then Team A’s stunts should score higher than the competitors. If Team B’s jumps are weaker, then Team B’s competitors’ jump score should be higher. The rules tell you what you are allowed to put in your routine but not what you have to (must) put in the routine. If a level 5 routine includes level 4 skills, the below level skills are still considered in evaluating difficulty and technique. The actual difficulty of the skill performed, unrelated to Level, is what is considered. There are no set score values (numbers) attached to any certain skills or skill sets. The score will be based on your performance and the performance of your competitors. Scores are awarded in tenths (1/10) of a point.

Score Tracking

The comparative nature of the Cheer Canada International Scoring System requires that judges track and rank scores within a division. Judges should use a tracking sheet to record where each team scored within a specific category. As a new team performs, judges will rank that team against all preceding teams in that division to produce an accurate rank of all teams within a particular category. Judges will score to the tenth (0.1) and are encouraged to avoid issuing the same score twice. The numerical scores will be largely indicative of ranking within a division. For accurate comparison of numerical scores it is recommended that judges track scores across multiple divisions and/or the level for greater accuracy. The comparative scoring system is designed to ensure ordinals are the primary indicator, rather than focusing on the meaning of a numerical score.


First Five Teams

Judges using the Cheer Canada International Score System should hold scores for the first five teams in a division. After the five teams have competed, judges will issue scores for each of the five teams, recording them on their tracking sheet and ranking each against the other. Once these five scores are recorded, judges will use them as benchmarks to rank the remaining teams in the division, scoring each team above or below the preceding teams. If consistency of numerical scores across a level is desired, it is recommended to hold the scores for the entire level.

The Normal Variation Method

In each category, the sixtieth (60th) percentage value is treated as the mean score for the category. Judges use this value as a benchmark for their scoring and score most teams within the Normal Variation of that value (20% above or below). Scores exceeding the Normal Variation are reserved for exceptionally strong routines. Scores below the Normal Variation are reserved for exceptionally weak ones. Approximately seven in ten (70%) of teams should score within the Normal Variation and three in ten (30%) teams will score above or below the Normal Variation. See table below:

Mean Score Normal Variation

Strong Teams Weak Teams

20-Point Categories 12 8-16 >16 <8



With this method, average and nominal teams are constrained to a localized region of the score sheet while remarkably strong teams are scored high and remarkably weak teams are scored low.


ALL STAR COMPARATIVE SCORING - INTERNATIONAL POINT DEDUCTION

ATHLETE BOBBLES - 1.0 EXAMPLES: - Hands down in tumbling - Knees down in tumbling or jumps - Incomplete tumbling twist(s) ATHLETE FALL - 2.0 EXAMPLES: - Multiple body parts down in tumbling or jumps - Drops to the floor during individual skills (tumbling, jumps, etc.) BUILDING BOBBLES - 2.0 EXAMPLES: - Stunts, tosses and pyramids that almost drop/fall but are saved (this includes excessive movement of the bases) - Blatant incomplete twisting cradles (landing on stomach, etc) - Knee or hand touching ground during cradle or dismount Controlled cradling, dismounting or bringing down a stunt or pyramid early (not timing issues) BUILDING FALLS - 3.0 EXAMPLES: - Uncontrolled cradling, dismounting or bringing down a stunt or pyramid early (not timing issues) - Base falling to the floor during a cradle or dismount MAJOR BUILDING FALLS - 4.0 EXAMPLES: - Falls from individual stunt, pyramid or tosses to the ground (top person lands on the ground) MAXIMUM BUILDING FALLS - 5.0 - When multiple deductions should be assessed during an individual stunt or toss (by a single group), or during a pyramid collapse, then the sum of those deductions will not be greater than 5 pts.

Rule Violations

SAFETY VIOLATIONS - 4.0 -2.0 Tumbling skills performed out of level and General Safety Guidelines -4.0 Building skills performed out of level

● Skills performed out of level will not be counted towards difficulty. ● Judges may assess a full 4.0 deduction for multiple or full team out of level tumbling at their

discretion. TIME LIMIT VIOLATIONS - 4.0 - 2:31 for All-Star teams and 2:01 for All-Star Prep teams - Skills performed after time limit may not be assessed


BOUNDARY VIOLATIONS - 1.0 Both feet off the 42' by 54' performance surface and any immediate adjacent safety border. Stepping on or past the white tape is not a boundary violation. IMAGE POLICY - 1.0 - Inappropriate choreography, uniform and/or music, as well as violations that break the image policy will be issued a 1.0 deduction. UNSPORTSMANLIKE CONDUCT DEDUCTION - 5.0 - When a coach is in discussion with an official, other coaches, athletes and parents/spectators they must maintain proper professional conduct. Failing to do so will result in 5.0 deduction and removal of coach or disqualification. EXAMPLES: - Inappropriate and deliberate physical contact between athletes during the event - Abuse of equipment or any items associated with the event - Using language or a gesture that is obscene, offensive, or insulting - Using language or gestures that offend race, religion, color, descent or national or ethnic origin - Failing to perform a routine (includes not performing full out when re-running a routine) - Excessive appealing at score check (if available) - Showing dissent towards scoring official decision by word or action - Threat of assault to an event representative - Public criticism of an event related incident or event official MINIMUM ATHLETE REQUIREMENT If a team competes with fewer than the minimum number of athletes for their specific division, a deduction will not be assessed if that team is registered and rostered with the minimum amount of athletes required for that division. Teams that register, roster, and compete with fewer than the number of athletes required for a specific division will either be moved to the correct division or issued a 5.0 point deduction. From a judging perspective, all teams competing with fewer than the number of athletes required will be scored as if they meet the minimum athletes requirement (in terms of majority and most) and will not be eligible for bids to any end-of-season events.

Point Deduction Q & A

1. How does the Comparative System evaluate bobbles?

CC Comparative System -

- A “Bobble” is a term used in Point Deduction (in the Comparative System). - Two types of bobbles: Athlete Bobble or Building Bobble

- Bobbles have a specific point value for Point Deduction and will be taken into account by the panel judge evaluating technique. See the “International Deduction Sheet” for information.


ALL STAR COMPARATIVE SCORING - BUILDING

Stunt & Pyramid Execution:

Mean Score Normal Variation Strong Teams Weak Teams


EXECUTION (1-20 points) 0 pts: No skills performed 1.0-6.0 pts: Stunt skills executed with poor technique, stability, flexibility and synchronization. 6.0-16.0 pts: Stunt skills executed with average technique, stability, flexibility and synchronization. 16.0-20 pts: Stunt skills with above average to excellent technique, stability, flexibility and synchronization.

● Using the Normal Variation Method, the average team should score between 8-16 points, with exceptional teams scoring above 16 and below average teams scoring below 8 points. Use the grid to decide where the first team should fall within the scoring range.

● A team that executes below level skills could still score well in technique.

● Bobbles should be considered within the Technique score; unlike the rubric score system, the bobbles are also a deduction.

● Technique Scoring Considerations: ○ Stability of the Stunt ○ Control during transition skills (amplitude, controlled descent, etc) ○ Uniformity of technique (flexibility, styles, etc) ○ Synchronization (loads, transitions, skills and dismounts)

Stunt Difficulty:



STUNT DIFFICULTY (1-20 points) 0 pts: No skills performed 1.0-6.0 pts: Non difficult skills performed. 4.0-10.0 pts: Moderately difficult skills performed. 8.0-20 pts: Difficult skills performed.



● The following are considered when scoring difficulty in stunts and pyramids: ○ Degree of difficulty ○ Percentage of team participation ○ Variety of load-ins, dismounts and transitional elements ○ Additional skills and combination of skills (non level included) may increase your score ○ Minimal use of bases (including coed style skills).

Degree of Difficulty

- Amplitude

- Where is the release initiated from?

- What body level is it caught at, how visible or aggressive was the release?

- Twisting

- How many degrees are they twisting vs. what is allowed in the level?

- What body level was it initiated from?

- What body level does it land at?

- How many legs are they landing on?

- Does the grip make it more difficult than other methods?

- Inversions

- How inverted was the skill at the start of the release?

- Plank up with little inversion vs. true hand-in-hand at perpendicular

- What body level did the inversion start and finish at?

Variety - Load Ins/Dismounts/Transitions:

- Do all the loads start in a traditional load-in position? (I.E. Ground up, waist level load-in)

- Do any loads start in a non-traditional position? (I.E. Tumble into load, split position, etc)

- Do any loads incorporate skills prior to landing in the traditional load-in position?

- Do they show twisting dismounts?

- Do all dismounts land in a cradle or are some landing on the ground?

- Do they show inverting dismounts/downward inversions?

- Are they getting down from stunts/sequences in various ways?

- Are they showing elements that link skills or is everything load-in, skill, dismount?

Are there elements that link skills that create visuals? (I.E. prone drops, use of inverted stunts, etc)

Percentage of Team Participation/Minimal Use of Bases:

- How much of the team is participating in advanced sequences?

- Are some of the groups doing all the more difficult skills and the majority are doing easier skills?

How does this compare to other teams in the division?

- Are all or many groups utilizing front spots?

- Important factor when compared to other teams in the division.

- Are any skills executed with fewer than the traditional number of bases?

- Does Team A put up more stunts than Team B?


- Is this a coed team? Are they showcasing coed skills with minimal bases? How difficult are these

coed skills?

Combo of Skills/Pace:

- How quickly are skills connected in the stunt sequences?

- Is the pace adding difficulty?

- I.E. Tic toc immediate dismount

- Is the finish of one skill the initiation of the next?

- Includes linkage of non-level appropriate skills, does the sequencing add difficulty?

- Are skills combined in a way that make them more difficult?

Pyramid Difficulty: PYRAMID DIFFICULTY (1-20 points) 0 pts: No skills performed. 1.0-6.0 pts: No structures with transitional elements. 4.0-10.0 pts: One structure with transitional elements. 8.0-20 pts: Two or more structures with difficult, seamless, visual creative elements from one structure to the next.

● Pyramids—minimum two structures: Consecutive transitions within a pyramid will not meet the minimum requirement of hitting a structure. The two structures must be different.


● The following are considered when scoring difficulty in stunts and pyramids: ○ Degree of difficulty ○ Percentage of team participation ○ Variety of load-ins, dismounts and transitional elements ○ Additional skills and combination of skills (non level included) may increase your score ○ Minimal use of bases

Degree of Difficulty

- Releases

- Amplitude/Magnitude, # of bracers, type of trick

- Twisting

- Degree of rotation, # of legs it was supported by, # of bracers supporting

- Inversions

- Degree of inversion, level it started/landed at, tricks performed during the inversion

- Structures

- # of tops at extended level, or inverted, or on a single leg


Percentage of Team Participation/Minimal Use of Bases:

- How much of the team is participating in advanced skills/tricks/structures?

- Are some of the groups doing all the more difficult skills and the majority are doing easier skills?

How does this compare to other teams in the division?

- Are any skills executed with fewer than the traditional number of bases?

- Does Team A put up more athletes in their structures than Team B?

Variety - Load Ins/Dismounts/Transitions:

- Do all the loads start in a traditional load-in position? (I.E. Ground up, waist level load-in)

- Do any loads start in a non-traditional position? (I.E. Tumble into load, split position, etc)

- Do any loads incorporate skills prior to landing in the traditional load-in position?

- Do all dismounts land in a cradle or are some landing on the ground?

- Are they showing elements that link skills or is everything load-in, skill, dismount?

- Are there elements that link skills that create visuals? (I.E. prone drops, use of inverted stunts,

etc)

- Did they show a variety of pyramid skills (I.E. a release, an inversion, a twist) or did they repeat

some skills and fail to show a variety?

Combo of Skills/Pace:

- How quickly are skills connected in the pyramid sequences?

- Is the pace adding difficulty?

- I.E. braced release that on the sink immediately goes into a braced inversion

- Is the finish of one skill the initiation of the next?

- Includes linkage of non-level appropriate skills, does the sequencing add difficulty?

- Are skills combined in a way that make them more difficult?

Comparative Building Q & A: 1. What is different about the Comparative IASF system and the Rubric system for Stunts?

- The comparative system does not have a separate stunt quantity score. The number of

bases under the skill is a scoring consideration within stunt difficulty.

- The comparative system does not have a coed quantity score. Coed skills are evaluated

within the stunt difficulty score.

- The comparative system does not require a specific list of designated elite skills, all stunt

skills are considered when evaluating difficulty.

- The comparative system does consider that styles/grips that may affect the difficulty of an

stunt skill (I.E. A 1.5 twist to extended that twists quickly may assist with receiving a higher

difficulty score than a stunt that twists slowly to extended).


2. Do Elite Stunt skills not “count” in the Comparative system?

All stunt skills - level and non-level appropriate, difficult and non-difficult, are considered when

assigning a stunt difficulty score. A skill that is considered “elite” on the Rubric system may still

be considered difficult in the comparative score system, but your final score/ranking is also

dependent upon what skills your competitors are executing.

3. Are Coed skills required?

Coed skills and/or skills with minimal bases are considered when evaluating the difficulty of the

skill set. Since all scoring is comparable, judges evaluate the difficulty of the skill and the number

of bases under it when comparing against other teams. The same skill performed coed style could

be considered more difficult than if performed with a traditional group of 4, but in a team setting

there are always more factors affecting the evaluation of the entire skill set.

Building Creativity

Mean Score Normal Variation

Strong Teams Weak Teams


BUILDING CREATIVITY (1-10) 1.0-3.0 pts: Below average visual, unique and intricate skills. 3.0-8.0 pts: Average visual, unique and intricate skills. 8.0-10.0 pts: Above average innovative, visual, unique and intricate skills.


● Consider variety, intricacy, visual effect and innovation/creativity in loads, stunts, pyramid structures, transitions and dismounts. Layered pyramids, ripples, movement and creative entries into stunts/tosses are all strong examples of building creativity.

Tosses:



TOSS EXECUTION (1-5 points)

0 pts: No skills performed. 0.1-2.0 pts: Stunt skills executed with poor technique, flexibility, synchronization & limited height. 2.0-3.0 pts: Stunt skills executed with average technique, flexibility, synchronization & average height. 3.0-5.0 pts: Stunt skills with above average to excellent technique, flexibility, synchronization & above average height.

● Using the Normal Variation Method, the average team should score between 2-4 points, with exceptional teams scoring above 4 and below average teams scoring below 2 points. Use the grid


to decide where the first team should fall within the scoring range.

● A team that executes below level skills could still score well in technique.

● Incomplete twisting skills will be assessed a 2 point deduction by the point deduction judge, and will also be considered in the execution/technique score of the panel judge.

● Technique Scoring Considerations: ○ Throwing technique of the bases (stance, power/speed, etc) ○ Flexibility of the flyer in the toss skill, uniformity of this flexibility across the team ○ Synchronization of the load, initiation of the toss and cradle ○ Uniformity of the height of the toss across the team

TOSS DIFFICULTY (1-5 points)

0 pts: No skills performed.

0.1-2.0 pts: Non difficult skills performed.

2.0-3.0 pts: Moderately difficult skills performed.

3.0-5.0 pts: Difficult skills performed.

● Using the Normal Variation Method, the average team should score between 2-4 points, with

exceptional teams scoring above 4 and below average teams scoring below 2 points. Use the grid

to decide where the first team should fall within the scoring range. Consider the skills permitted

in the level when benchmarking the first team.

● Level 1 teams are not permitted to toss; therefore no toss scores will be given.

● The following are considered when scoring difficulty in tosses:

○ Degree of Difficulty

■ Except in Level 2, only straight rides are allowed; therefore the degree of difficulty

will not be taken into consideration.

○ Height of Tosses

○ Percentage of team participation (total number divided by 5)

○ Additional skills, variety of skills and combination of skills (non level included) may

increase the score (except for Level 2)

○ Minimal use of bases does NOT apply in tosses

● In comparative scoring, ideally judges want to ensure each team receives a different score in

each category. In Tosses, it is possible that teams may truly deserve the same score, if they are

throwing the same ratio, type and height of baskets. This is even more likely in Level 2.

Degree of Difficulty:

- Consider any skills directly connected to the sink of the basket, does this linkage make the toss

more difficult?

- Considering all skills within the level, how difficult is the toss performed?

- Generally, skills combined with twisting are considered difficult.

- The execution of the skill can affect it’s difficulty, the magnitude of a skill can be a factor

when determining relative difficulty to another skill.


- I.E. Team A (20 athletes) executes 3 kick fulls, but the kick is lower than 90 degrees.

Team B executes 3 kick fulls with the kick at shoulder level. Team B’s tosses are more

difficult because they require additional flexibility and strength.

- It is possible that a non-twisting skill could be more difficult than a twisting skill

based on the magnitude of the non-twisting skill. This would need to be evaluated

on a case-by-case basis.

Height:

- The height of the toss affects the timing of the skill/trick in the toss, and may make it more difficult

to synchronize with other tosses, and higher tosses are considered more difficult.

Percentage of Team Participation:

- Divide the team by 5 as a benchmark.

- Consider if the team throws multiple sets of team tosses (# athletes/5)

- Consider what % of the team is throwing the more difficult tosses

- A team of 20 that throws 4 toe touch tosses should score above a team that throws 2

‘pretty girls’, 2 toe touches

Additional Skills/Variety of Skills/Combo of Skills:

- Consider single toss elements that may happen outside of a designated toss section (I.E. behind

a pyramid).

- Consider if a team shows a wide variety of tosses (including below level), showing expertise and

execution of multiple types of tosses can add to the difficulty score.

- Consider skills that are directly connected to the sink of a toss when evaluating the tosses, this

linked skill may increase the difficulty of the toss.

TOSSES Q & A

1. What is different about the comparative system for IASF teams in regards to Tosses compared to the Rubric system?

- The comparative system does not have a skill cap. So teams may opt to throw multiple sets of team baskets as a coaching/routine strategy. - The comparative system considers the difficulty of the toss, and not just if the toss was level appropriate. - Height is considered when evaluating difficulty. The uniformity of the height of the tosses across the team is considered under execution/technique. - The comparative system has point deductions for incomplete twisting tosses. It may also be considered by the Panel judge.

CC Comparative System: Tosses: Incomplete twists will carry at 2 point deduction for Tosses (ie Building Bobble - Point Deduction).


ALL STAR COMPARATIVE SCORING - JUMPS & TUMBLING

TUMBLING EXECUTION (1-5 points) 0 pts: No skills performed 0.1-1.0 pts: Tumbling skills/pass(es) executed with poor technique and synchronization 1.0-2.0 pts: Tumbling skills/pass(es) executed with average technique and synchronization 2.0-5.0 pts: Tumbling skills/pass(es) executed with above average to excellent technique in perfection and synchronization. ● Technique

○ Consistent, building speed within passes ○ Body lines/body control (straight legs/arms, body alignment through the skill) ○ Perfection - Uniformity in technique and style throughout the team ○ Synchronization

■ Teams showing synchronized passes should be rewarded in difficulty and have the execution of the timing/synchronization evaluated in technique.

TUMBLING DIFFICULTY:



● In levels 1-4 individual tumbling passes (tumbling passes by a single person) will not be considered

in the scoring process.

● In levels 5-7 individual tumbling passes (tumbling passes by a single person) will be considered in the scoring process and in levels 5-7, single full twisting tumbling skills and double twisting tumbling skills will not carry the same value in difficulty.

STANDING TUMBLING DIFFICULTY (1-5 points) 0 pts: No skills performed 0.1-1.0 pts: Non difficult standing tumbling skills/pass(es) performed. 1.0-2.0 pts: Moderately difficult standing tumbling skills/pass(es) performed. 2.0-5.0 pts: Difficult standing tumbling skills/pass(es) performed.

● Jumps and Standing Tumbling will be judged separately, even if connected.

● Consider the ratio of the team completing the standing tumbling elements & the difficulty of the

passes when comparing teams.


RUNNING TUMBLING DIFFICULTY (1-5 points) 0 pts: No skills performed 0.1-1.0 pts: Non difficult tumbling passes performed, minimal number of athletes per pass, minimal synchronized passes, below average synchronization, below average degree of difficulty. 1.0-2.0 pts: Moderately difficult tumbling passes performed. Minimal number of athletes per pass, minimal synchronized passes, average synchronization, average degree of difficulty. 2.0-5.0 pts: Difficult tumbling pass(es) performed. Many athletes per pass, multiple synchronized passes, clean synchronization, high degree of difficulty.

● Consider the size of the groups of synched passes, and the complexity of the passes. ○ Synchronized passes are considered in difficulty, as it showcases unique athletes doing the

skills. ○ Consider the complexity of the pass, the greater the complexity of the pass the more

difficult it is to synchronize in groups.

TUMBLING Q & A

1. What is different about the comparative system for IASF teams in regards to Standing Tumbling compared to the Rubric system? - The comparative system does not have a specific skill count requirement or designate specific passes as “elite”. The passes are evaluated for difficulty/complexity and more difficult passes are rewarded. - The comparative system does not consider single athlete passes for levels 1- 4. To count towards your tumbling difficulty in levels 1 - 4, the skill/pass must be synchronized. All tumbling skills/passes completed (regardless of synchronization requirements) will be evaluated under technique. - The comparative system will deduct for incomplete twists in tumbling skills. Incomplete twisting skills are also considered in technique/execution by the panel judge. CC Comparative System: Tumbling: Incomplete twists in tumbling skills will carry a 1 point deduction (ie Athlete Bobble - Point Deduction).


Jumps: TECHNIQUE/DIFFICULTY (1-5 points) 0 pts: No skills performed 0.1-1.0 pts: Jump skills executed with poor technique, perfection, flexibility and synchronization. 1.0-2.0 pts: Jump skills with average technique, perfection, flexibility and synchronization. 2.0-5.0 pts: Jump skills with above average to excellent technique, flexibility and synchronization.

● The jump score combines the evaluation of both difficulty and technique/execution into one score out of 5 points.

● Jump difficulty is comparative; it is not a capped skill. ● The following factors should be considered when determining the jump score:

• Degree of difficulty - Variety, connection of jumps, use of advanced/difficult jump skills

• Percentage of team participation • Synchronization • Height of jump(s)

- The execution of the skill can affect it’s difficulty, the magnitude of a skill can be a

factor when determining relative difficulty to another skill. So a hyperextended toe

touch is more difficult than a parallel toe touch.

• Uniformity of technique (ie approach, landing style, arm placement)

• Technique - flexibility, body alignment (legs straight, toes pointed)


COMPARATIVE SCORING - OVERALL SCORESHEET

Dance:

A team’s ability to incorporate level and formation changes with dance skills that create visual effects, seamless transitions, footwork, partner work, floor work with a high level of energy and entertainment value. Difficulty and technique are blended together. DANCE (1-5 POINTS) 0 pts No dance performed 0.1 - 1.0 pts Dance has minimal incorporation of level changes and formation changes with dance skills that create minimal visual effects with seamless transitions, few footwork, partner work,

floor work skills performed with low energy and entertainment value. Unsynchronized and slow pace.

1.0 - 2.0 pts Dance has incorporation of level changes and formation changes with dance skills that create some visual effects with seamless transitions, footwork, partner work, floor work skills performed with good energy and entertainment value. Sync. of elements mostly together with average pace.

2.0 - 5.0 pts Dance has multiple incorporation of level changes and formation changes with dance skills that create many visual effects with seamless transitions, variety of footwork, partner work, floor work skills performed with high energy and entertainment value. Great synchronization with a strong pace. The following items are taken into consideration in the dance section : • Levels and formation changes • Dance skills with visual effect • Footwork/Floorwork • Partner work • Visual elements • Pace and intricacy • Seamless transitions • Synchronization • Technique and perfection • Team participation • Energy level • Entertainment value





Creativity/Choreography: A team’s effectiveness to implement innovative, visual, unique and intricate ideas, incorporations and music. ROUTINE CREATIVITY (1-5.0 POINTS) 1.0 - 2.0 pts Minimal innovative, visual, unique and intricate ideas and incorporation. 2.0 - 4.0 pts Average innovative, visual, unique and intricate ideas and incorporation. 4.0 - 5.0 pts Above average to excellent innovative, visual, unique and intricate ideas and incorporation. The following items are taken into consideration throughout the routine and in all sections: • Entries into skills, incorporations in between skills, ending of skills • Impact, Appeal, Clarity, Flow • Use of level and non level skills to enhance appeal • Intricate and detailed choreo elements • Flow, variety and incorporation • Fresh and unique choreo elements • Additional skills to enhance overall appeal and visuals • Creative formations and level changes • Creativity is not only the things you’ve seen before. How well is everything is put together. • Seamless patterns of movement • Use of innovative, visual, unique and intricate ideas and incorporations in :

Building skills, tumbling skills, formations, transitions, jumps, tosses, dance section.





Formations/Transitions:

A team’s effectiveness to demonstrate precise spacing and seamless patterns of movement. Formations and transitions are blended together FORMATIONS & TRANSITIONS (1-10 POINTS) 1.0 - 3.0 pts Below average in spacing, seamless pattern of movement, degree of difficulty with timing problems throughout routine along with poor to below average use of floor with minimal visual elements.

3.0 - 8.0 pts Average spacing, seamless patterns of movement. Average degree of difficulty, few timing problems with average use of floor with visual elements.

8.0 - 10.0 pts Above average to excellent in spacing, seamless patterns of movement and degree of difficulty. Formation changes are cleanly executed with little to no timing problems. Formation changes throughout routine that add to visual and excitement of routine. Great use of total floor. The following items are taken into consideration throughout the routine and in all sections: • Spacing of formations and transitions:

Group tumbling, stunt sections, pyramids transitions, jump sections, group toss, dance • Formations and transitions rushed or smooth:

Group tumbling, stunt sections, pyramids transitions, jump sections, group toss, dance • Innovative • Timing • Use of floor • Seamless patterns of movement in transitions performed throughout the routine • Difficulty and variety of formations and transitions • Visual impact and creativity • Visual impact of formation changes and transitions • Execution of formation changes • Precision spacing in formations and transitions


Overall Routine Impression & Showmanship: A team’s effectiveness in performing a comprehensive and positive memorable experience. A team’s effectiveness in demonstrating genuine enthusiasm and confidence with a high level of energy and excitement while installing that same energy and excitement in those viewing the routine. OVERALL ROUTINE IMPRESSION & SHOWMANSHIP (1-10 POINTS) 1.0 - 3.0 pts Below average effectiveness in performing a comprehensive and positive memorable experience.

3.0 - 8.0 pts Average effectiveness in performing a comprehensive and positive memorable experience

8.0 - 10.0 pts Above average to excellent effectiveness in performing a comprehensive and positive memorable experience. Effectiveness in performing a comprehensive and positive memorable experience includes:

● Energy ● Entertainment value ● Excitement ● Eye contact ● Confidence ● A positive and memorable experience from the start of the routine to the end of the routine ● Showmanship in transitions, in loading in and out of skills ● Appropriate athletic impression ● Genuine enthusiasm ● Consistent and comprehensive level of showmanship ● Perfection of the routine ● Impact ● Maintaining genuine enthusiasm ● Consistency throughout the routine ● Successful execution of the routine ● Was it memorable


ALL STAR COMPARATIVE SCORING - GLOBAL CLUB

The Global Club Cheer will be evaluated using the following drivers and guidelines:

• Effective Material (native language encouraged, voice, pace, flow, etc.) • Use of Props (signs, megaphone, flags, etc. emphasize the words) • Crowd Leading/Energy (use of floor, engagement with crowd, consistent energy, etc.) • Skill Incorporation (skills visually enhance and emphasize the cheer) • Skill Execution (precision, proper technique and timing)

Cheer Parameters ● Minimum of 30 seconds to maximum of 40 seconds. ● 20 seconds to move from cheer portion to set up for the music portion. ● 2:30 seconds maximum for music portion. ● Cheer portion of the routine must be the first portion of the routine.

Cheer Scoring Skills that are performed in the cheer are evaluated separately from skills in the music portion of the routine. Any dance/motions, stunts, jumps, tumbling, pyramids or tosses performed in the cheer section will not be counted towards the music portion’s difficulty or execution scores. The Cheer score is entirely separate and evaluated as follows:


Effective Material (0.0-2.0) Effective cheer with easy to follow word choice, voice clarity and pace that helps build energy.

Word Choice - Avoid wordy or complex cheers, they are difficult to follow. - Simple and clear is best. - Do the words relate to the team and fans? (I.E. team colours, mascot, names)

Voice Clarity - Team voices should be loud and clear, building up to mascots, colours etc. - Voices should not drop during skill incorporations, volume should remain consistent. - Could you follow the cheer from beginning to end? Were the words clearly pronounced?

Pace

- Moderate pace that is easy to follow and allows the crowd time to respond. - Does the pace of voice match signs, poms etc.?

Flow

- Material should be seamless from beginning to end – no abrupt transitions or tempo change - Material should be easy to understand and help guide the eye to the appropriate sign or cue. - Don’t judge choreography – just listen. Can you understand? Did it make sense?

Use of Props (0.0-2.0) Props used are visible and their use emphasizes the cheer or signifies when to respond. If no props are used a score of 0 will be awarded for this category.

Motion Technique - Placement of arms, uniformity of levels, sharpness both on the ground and in the air can enhance the overall cheer.

Signs - Signs should promote crowd involvement, be easy to read and should be shown to the crowd in time to yell/call back. Poms - Poms should indicate specific colours or times to yell/call back. Megaphones - If megaphones are used they should be utilized to project voices, and to help add visuals to the cheer. Tips - Judges Comments:

- Be sure to mention motion technique. - Is the team leading the crowd? - It is not necessary to use all props – signs, megaphones and poms, but what they are using should

be used to effectively lead the crowd. It is important to note the quality of how the props were used over the quantity of props incorporated.


Crowd Lead/Energy (0.0-2.0) Use of the floor, engagement with the crowd, genuine energy and enthusiasm.

- Teams should encourage crowd participation utilizing natural/genuine spirit. - Encourage the crowd to yell from beginning to end. - Teams should spread out on the floor to cover the crowd. - Teams should demonstrate confidence and project enthusiasm. Tips - Judges Comments:

- Did the team make you want to do the cheer with them? - Did they display showmanship and energy?

Skill Incorporation (0.0-2.0) Skills used visually enhance and emphasize the cheer.

The key to skill incorporation is to use the skills to effectively lead the crowd. Skill choice should allow for the athletes to continue cueing the crowd and project their voices. Skills should reinforce and highlight when crowd responses are required. Tips for choosing skills for a cheer: - Single skills (not complex sequences), and synchronized skills are strong choices.

- Synchronization is always better, unless choreographed to match response. - Not only stunts, but tumbling as well. Does the tumbling go with the picture? - A spell-out is not meant to be transitional, skills should still highlight the spell out. - Stunts are used to make the cheerleaders more visible to better lead the crowd. Stunts to consider -> preps, extensions, libs, hitches Can they still lead the crowd in the stunt? Does it make sense? - Running tumbling/jump combos are better for the MUSIC portion of the routine - Skills should be practical. Skills that start facing away from the audience will affect voice projection, tumbling skills during the cheer must be timed so that they do not affect voice clarity, etc.

Execution of Skills (0.0-2.0) Skills are executed with precision, proper technique and timing.

- Teams should incorporate skills that can be performed well. These skills should not inhibit their ability to lead the crowd effectively. - Proper technique is important for top, bases and backspots in stunt skills. In jumps and tumbling, note the approach and landing and control during the skill. - Teams should demonstrate proper technique, synchronization, spacing and timing. Skills should be SOLID, SAFE and 100% performance ready.


CHEER CANADA SCHOLASTIC RUBRIC SCORING

Differences from All Star Rubric Scoring ● Cheer requirement – all panel judges judge this section. Score is an average of the three. ● No Stunt/Co-ed Quantity requirement. ● Difficulty ranges differences:

● No elite level appropriate skills required in stunting. ● Tosses are included in the stunt section (no separate Toss category).

o NOTE: A toss is not required. ● Standing and running tumbling are combined. ● Jump Difficulty has only 2 score options.

● Execution and technique is emphasized by a larger range.

● Same drivers and principles apply, just valued higher ● Creativity and Routine Composition are combined (no separate Stunt or Pyramid Creativity). ● Performance range is larger (8-10 instead of 9-10), it is only scored by the Overall Judge. ● Routine composition and Dance range are larger (8.5-10) ● Do NOT expect an all-star routine.


SCHOLASTIC LEGALITY VIOLATIONS / SAFETY

This methodology does not cover rules or how to safety judge. Warnings vs. Deductions NOTE: This is a tool that can be used if a legality official does not have a predetermined protocol for if and when to assess warnings and deductions provided by the event producer. NOTE: Legality rulings of the same skills at prior events do not affect the ruling at the current event in progress. NO DEDUCTION

• All skills performed are legal. • If a team has submitted and received approval of a video, and the skill is performed the same way

at competition as they do on the approved video. WARNING (*There must be a legal version for comparison)

• If less than a majority of groups (up to 50%) perform a skill illegally.* • In pyramids, “majority” is defined by the number of groups performing the illegal skill not the total

number of groups in the pyramid.* • If a team has received legality approval from their PSO for a video of the skill performed the same

way at competition but the skill is now illegal. • If a team has received legality approval from their PSO for a video of the skill performed and the

IASF video ruling is incorrect. • The skill performed is unclear for the judge.

DEDUCTION:

• If majority of groups (more than 50%) perform a skill illegally. • If only one group performs a particular skill, and it is illegal.

i.e. Intermediate: One toss group performs a pike toss MULTI-DAY/MULTI-PERFORMANCE EVENTS Multi-day or multi-performance events refer to where scores from each performance are a portion of the total event score. NOTE: If an illegal skill is missed on Performance day one, and done again on Performance day two, the penalty will be assessed to the Performance day one score. Performance day one score is equivalent to the lowest weighted/percentage score when possible. NOTE: If a skill is warned on Performance day one and all groups are not fixed on Performance day two a deduction will be assessed.

Safety/Legality Q & A

1. Will deduction judges still have the option of giving a Performance Error/Unintentional Legality? No, judges will either deduct, not deduct or warn based on the scenario and guidelines above.

2. How do we get a Scholastic Rules legality approved video? This process will vary according to the province, please check with your PSO.


POINT DEDUCTION

• Goal: Keep it safe! Safety of the athletes comes first. Avoid being too punitive. • Recognize that your role in point deduction is reminding and demonstrating to the team that the

skill that was executed was not safe (i.e. Top falling to the floor from an extended stunt). • Be fair and consistent. • Do not allow your experience/perception of how a coach/gym owner will react impact your ruling. • A deduction is a deduction regardless of the age or level of the team. • When in doubt – don’t give a deduction out (except for image policy and inappropriate

choreography when it has been discussed by the panel). • Ensure you know if you are a legality judge, point deduction judge, both or switching between each

per panel. • Be prepared. Bring your deduction scoring system, stop watch (make sure you check/practice with

it before you start) and your score tracking system/script sheet. • If you are on deductions and legalities the deductions are the first priority. Watch for legalities but

only use the time you have. Do not over think! • Reminder: Any Cheer Canada Rubric based divisions where scores are not out of 100 (i.e.Scholastic

Non-Tumbling) must be converted to a Percent of Perfection out of 100%; then any deductions will be taken from that score.

• Be sure to consult the correct deduction amount depending upon the score system you are using (ie Cheer Canada Comparative vs Cheer Canada Rubric).

Communication

• Tell the panel judge if there was something questionable but you are not deducting. • Be prepared for a panel judge to ask if you are deducting. • Do not allow a panel judge to explain why they think you should deduct- stay consistent to what

you have been doing that day. • Use the abbreviation guide. Mark if it is jumps, tumbling, stunt or pyramid. • Keep your language simple without unnecessary details.

o i.e BF in stunt (mark general area of floor and approximate time) o Do not write: Heel stretch in back left fell.


SCHOLASTIC RUBRIC SYSTEM - POINT DEDUCTION

Athlete Fall - 0.25

• Drops to the performance surface during tumbling and/or jump skills. • Includes (but not limited to) hand(s), knee(s), head down in tumbling or jump skills. • Factors that may result in no point deduction:

o Was the skill choreographed (team back handspring, then kneel etc.)? o Was it a technique issue (failed back walkover vs. bridge lower down kickover)? o Was it an omission?

• Does not include a drop to the performance surface in skills other than jumps or tumbling. transition.

Building Fall - 0.75 • Drops to a cradle and/or load-in position from a stunt, pyramid and/or toss, also includes base or

spotter drops to the performance surface during a building skill. • This not an inclusive description of all falls that may be assessed as a Building Fall deduction. • The primary consideration will be if the fall was a safety concern. • If a fall does not go directly to a load or cradle, the deduction judge will consider if the top lands

on their own feet, or if the weight of the stunt falls out of alignment etc. • If a top person becomes unintentionally inverted due to a building fall, it will be considered a

building fall and not a safety infraction. • Watch for:

o Typically mistakes up into a skill are technique, but, if the skill goes up and then comes down it is typically a fall.

o Was it an omission? An omission does not count as a building fall. • Multiple attempts by the same stunt group may be assessed up to two multiple building falls (more

than two will receive the maximum 1.75. See below.). • If a stunt falls out of bounds, the team will receive a building fall and a boundary violation. • A basket toss can be a building fall – extreme travel, flailing, unsafe catch etc. • If a top person falls as a result of a building fall, it will be a BF and not an athlete fall. For example,

if the bases toss a top person out of a cradle catch or just dump the top person to the floor after a catch; this would be a building fall, not an athlete fall.

Major Building Fall - 1.25


• Drops to the performance surface from a stunt, pyramid and/or toss by the top person and/or the bases/spotters.

o Includes, but not limited to: top person drops to the performance surface, multiple bases/spotters drop to the performance surface, top person lands on base/spotters who drop to performance surface. A penalty will not be assessed if a single base’s feet get tangled up and he/she falls. Must be a result of a top person falling on the base (or kicks/pushes the base), resulting in the base falling to the floor.

o If any combination of two people are on the performing surface it is a major building fall regardless.

• Examples: o Base(s) miss(es) the catch and the top person slips through their arms to floor. o Top person drops to their own feet (example: top jumping/stepping out). o Top is caught but the top bears their own weight on the floor during the catch (imminent

safety concern). Maximum - 1.75

• When multiple deductions should be assessed during a stunt or toss (by a single group) or during a pyramid sequence, then the sum of those deductions will not be greater than 1.75.

• Two separate pyramids will result in separate deductions. The maximum deduction for a pyramid will not exceed 3.5.

• For example: o If two stunt falls occur, give two building falls as it would be less than a maximum deduction o If the same group has three or more failed attempts/falls, it will be a maximum deduction

Boundary Violation -0.25

• A 0.25 deduction will be assessed per occurrence for an athlete that makes contact with both feet outside the boundary.

• If the competition floor has a safety border it will be included as part of the competition boundary. • Does not include stepping on the line or foot just past the white tape. • It is a boundary violation if an athlete is on their back or in a seated position outside the boundary

even if their feet are still within the boundary. • If an entire stunt group is out of bounds, only one boundary violation is given. • If an athlete runs off the floor for sickness/injury and then returns (and the routine does not stop),

it is still a deduction. Routine Interruption

• Sick/bleeding/injured. • Judges have authority to stop the routine (speak to your EP on procedure at the judges’ meeting

before the start of the event if you are unsure). • Routine Interruption steps:

● Note the time. ● Deduct for the fall (if that was what caused the routine to stop). ● During the second performance the team must still do a full out performance but judges

will only score from the routine stoppage time onwards (do not re-score portion before the injury).

Time limit violation - 0.25

• One or more seconds over time will result in a 0.25.


• Judges will use a stopwatch/device to measure official time. Knowing potential variance from human reaction speed/sound system, judges will not issue a deduction until their official time exceeds two seconds past max time.

• Skills performed after time limit may not be assessed. • Timing will begin with the first movement, voice or note of music, whichever comes first. Timing

will end with the last movement, voice or note of music, whichever comes last. • Teams should be encouraged to enter the performance surface quickly and proceed directly to

their opening formation as well as exit the mat in a timely manner. • Scholastic: a music limit of 1 minute and 30 seconds, routine limit (including cheer) of 2 minutes

and 30 seconds. • Post Secondary Scholastic: Cheer portion minimum time requirement is 30 seconds. Maximum

time between Cheer and Music: 20 seconds. Music portion: 2 minutes and 30 seconds. Safety (see information in the previous section)

• -0.5 for tumbling out of level and general rules. • -1.0 for building out of level. • Skills out of level will not be counted towards difficulty.

Image Policy - 0.25

• Inappropriate choreography, uniform and/or music, as well as violations that break the image policy will be issued a 0.25 deduction.

• Teams issued a deduction will also have a penalization to their performance score (See below.). • The panel must agree unanimously to issue a deduction. If it is not unanimous a warning will be

given. A comment must be given for a warning or deduction. • If warned on Day one of an event and no change is made for Day two, the deduction will be given

on Day two and a comment must be included. Unsportsmanlike Conduct - 1.0

• Not usually given by a panel judge (likely event staff), speak to EP/head judge prior to deducting When a coach is in discussion with an official, other coaches, athletes and parents/spectators they must maintain proper professional conduct. Failing to do so will result in 1.0 deduction and removal of coach or disqualification. Also Includes:

• Inappropriate and deliberate physical contact between athletes during the event. • Abuse of equipment or any items associated with the event. • Using language/gesture that is obscene/offensive/insulting. • Using language/gesture that offends race/religion/colour/descent/national/ethnic origin. • Failing to perform a routine (including failing to perform full out when re-running a routine). • Excessive appealing. • Showing dissent towards a scoring official decision by word/action. • Threat of assault to an event official. • Public criticism of an event related incident/event official.

Minimum Athlete Requirement


• Have the EP check the registration. • If minimum requirement for division was registered, no deduction will be assessed but panel judges

will adjudicate team based on mandatory minimum (from majority/most chart etc.) and team will not be eligible for any bids to end-of-season events.

• If minimum requirement for division was NOT registered the team will be moved to the correct division or assessed a 5.0 deduction.


SCHOLASTIC - CHEER

Cheer Parameters ● Cheer can be placed at the start or in the middle of the music routine. ● Grades 1 - 12 Music Routine = 1 minute 30 seconds, no time between Cheer & Music ● Post-Secondary Music Routine = 2 minutes 30 seconds (Max 20 seconds between cheer & music) ● Cheer Portion Grades 1 - 12 = no minimum time, 30-45 seconds recommended. ● Cheer Portion Post - Secondary = minimum of 30 seconds for Post-Secondary (45 sec is

recommended). ● Cheers may be in English or French.

Cheer Scoring Skills that are performed in the cheer are evaluated separately from skills in the music portion of the routine. Any dance/motions, stunts, jumps, tumbling, pyramids or tosses performed in the cheer section will not be counted towards the routine portion’s difficulty or execution scores. The Cheer score is entirely separate and evaluated as follows:

● Stunts and tumbling included in the cheer section only count within the cheer score. They do

not contribute towards your building or tumbling difficulty. ● Props are required but they do not have to be professionally made. We recommend handmade

signs if you do not already own props. The key is how effectively the props are used. ● Skill incorporation does not require the skills to be difficult, merely that they visually emphasize

the cheer. ● Each “driver” for the Cheer Score is clearly displayed on the score sheet. Each driver will be

scored between 2.0 – 3.0 for a score out 15. The Cheer section is scored separately by the Building, Tumbling and Overall judges and then the scores will be averaged.

Effective Material (2.0-3.0) Effective cheer with easy to follow word choice, voice clarity and pace that helps build energy.


Word Choice - Avoid wordy or complex cheers, they are difficult to follow. - Simple and clear is best. - Do the words relate to the team and fans? (I.E. team colours, mascot, names)

Voice Clarity - Team voices should be loud and clear, building up to mascots, colours etc. - Voices should not drop during skill incorporations, volume should remain consistent. - Could you follow the cheer from beginning to end? Were the words clearly pronounced?

Pace

- Moderate pace that is easy to follow and allows the crowd time to respond. - Does the pace of voice match signs, poms etc.?

Flow

- Material should be seamless from beginning to end – no abrupt transitions or tempo change - Material should be easy to understand and help guide the eye to the appropriate sign or cue. - Don’t judge choreography – just listen. Can you understand? Did it make sense?

Use of Props (2.0-3.0) Props used are visible and their use emphasizes the cheer or signifies when to respond.

Motion Technique - Placement of arms, uniformity of levels, sharpness both on the ground and in the air can enhance the overall cheer.

Signs - Signs should promote crowd involvement, be easy to read and should be shown to the crowd in time to yell/call back. Poms - Poms should indicate specific colours or times to yell/call back. Megaphones - If megaphones are used they should be utilized to project voices, and to help add visuals to the cheer. Tips - Judges Comments:

- Be sure to mention motion technique. - Is the team leading the crowd? - It is not necessary to use all props – signs, megaphones and poms, but what they are using should

be used to effectively lead the crowd. It is important to note the quality of how the props were used over the quantity of props incorporated.

Crowd Lead/Energy (2.0-3.0) Use of the floor, engagement with the crowd, genuine energy and enthusiasm. - Teams should encourage crowd participation utilizing natural/genuine spirit. - Encourage the crowd to yell from beginning to end. - Teams should spread out on the floor to cover the crowd.


- Teams should demonstrate confidence and project enthusiasm. Tips - Judges Comments:

- Did the team make you want to do the cheer with them? - Did they display showmanship and energy?

Skill Incorporation (2.0-3.0) Skills used visually enhance and emphasize the cheer.

The key to skill incorporation is to use the skills to effectively lead the crowd. Skill choice should allow for the athlete's to continue cueing the crowd and project their voices. Skills should reinforce and highlight when crowd responses are required. Tips for choosing skills for a cheer: - Single skills (not complex sequences), and synchronized skills are strong choices.

- Synchronization is always better, unless choreographed to match response. - Not only stunts, but tumbling as well. Does the tumbling go with the picture? - A spell-out is not meant to be transitional, skills should still highlight the spell out. - Stunts are used to make the cheerleaders more visible to better lead the crowd. Stunts to consider -> preps, extensions, libs, hitches Can they still lead the crowd in the stunt? Does it make sense? - Running tumbling/jump combos are better for the MUSIC portion of the routine - Skills should be practical. Skills that start facing away from the audience will affect voice projection, tumbling skills during the cheer must be timed so that they do not affect voice clarity, etc.

Execution of Skills (2.0-3.0) Skills are executed with precision, proper technique and timing.

- Teams should incorporate skills that can be performed well. These skills should not inhibit their ability to lead the crowd effectively.

- Proper technique is important for top, bases and backspots in stunt skills. In jumps and tumbling, note the approach and landing and control during the skill. - Teams should demonstrate proper technique, synchronization, spacing and timing. Skills should be SOLID, SAFE and 100% performance ready.

Scholastic Cheer Q & A

1. What if our props are “homemade”? Will that affect our score? Homemade props are fine. Teams are not judged on the quality of their props, but are evaluated on how they are used, ability to enhance the cheer and lead the crowd. Ensure that signs are


legible from a distance. 2. Can we do our cheer in French or English? Yes, either language can be used. Judges will be looking to see if the team can lead the crowd. If the crowd speaks a different language, they should still be able to follow the cheer if the material is effective, props are used well, and skill incorporation enhances the crowd leading.

3. I do 4 level appropriate stunt skills in my music routine, and 1 level appropriate stunt skill in my cheer. Will these both be counted towards my difficulty? No, only the stunt skills performed during the music section will count towards your stunt difficulty score. Any element performed during the cheer is ONLY evaluated under the Cheer section of the score sheet. 4. The crowd didn't participate well during our crowd leading portion of the cheer. Will this negatively impact our score?

The judges are looking for the team's enthusiasm and engagement with the crowd, not vice versa. The judges will consider the use of the floor, genuine facial expressions, the ability to build energy and the ability for a crowd to follow the cheer. If teams do not demonstrate a strong ability to lead a crowd then the two may correlate, however the judges understand that certain competitions will have larger crowds and different physical layouts than others.

5. What props can I use in my routine?

Flags, banners, signs, pom poms, megaphones, and pieces of cloth are the only props allowed. Any uniform piece purposefully removed from the body and used for visual effect will be considered a prop. Props with poles or similar support apparatus may not be used in conjunction with any kind of stunt or tumbling. All props must be safely discarded out of harm’s way (example: throwing a hard sign across the mat from a stunt is not allowed). Props must remain on the performing surface after they have been discarded following the cheer portion of the routine and should not be thrown into, or moved off of the mats by, spectators. Spectators should not be involved in handling a team’s props. This does not include a team’s coaches.

6. What skills should I include in the cheer?

Leave the difficult skills for the music portion of the routine. Team tumbling and jumps are not necessarily the most effective way to lead a crowd. Use practical building skills that elevate props to encourage crowd participation.

7. What if my team does not do a Cheer? If a cheer is not performed, or any elements of the cheer that are scored are not performed, the team will receive a 0 for that category. If no cheer at all is performed, the team will receive a score of 0 out of 15.

CHEER CANADA SCHOLASTIC GAME DAY

The Game Day Division highlights the incredible leadership skills that athletes have at football and basketball games throughout their year.

High School Format (in this order):


· Band Chant · Situational Sideline · Time Out Cheer · Fight Song · Total time limit is 3:00 minutes Scoring: · Crowd Leading (Sideline & Cheer) Score Sheet · Fight Song and Band Chant Score Sheet · Deduction Score Sheet · See Rules and Regulations for specific skill restrictions for Game Day Band Chant Restrictions: · Jumps and Kicks are the only skills allowed. Fight Song Restrictions: · Up to three (3) consecutive 8-counts of continuous incorporation · If the Fight Song repeats and the incorporation happens a second time, it must be repeated the same exact way – order and skills Additional Skill Restrictions: · No Tosses (basket, sponge or elevator) are allowed. · No Inversions are allowed. · No Twisting Released Dismounts are allowed. · Single leg stunts are limited to liberties and liberty hitches. · No Running Tumbling is allowed. · Standing Tumbling is limited to one tumbling skill and a back tuck is the most elite tumbling skill allowed. · Stunts and Tumbling are not allowed as a transition before/between sections. This includes entrance to the floor.

Crowd Leading

Game Day Situation (Sideline) · Proper Response to Game Day situational cue: o A designated game day situational cue will be given for either offensive or defensive response o The team will determine which sideline to perform, based on the cue by the announcer o Score will be based on the quick performance and seamless transition to the appropriate cue given Game Day Material · Proper use of material and skills relevant to game day environment: o Is the cheer easy for the crowd to understand? o Does it encourage crowd response? o Does it engage the crowd right away? o Was the material performed practical?


o Are all the movements and stunts used to help increase crowd participation or are they used for visual effect? o Are skills easily performed or does execution distract from ability to lead the crowd?

Crowd Effectiveness (Sideline and Cheer) · Voice: o Team voices should be LOUD and CLEAR building up to Mascots, Colours, etc. o Voices should not drop during skill incorporations. o Are their voices loud and are they using proper inflection? · Pace: o Moderate pace that is easy to follow and allow the crowd time to respond. o Avoid wordy cheers, they may be difficult to follow. o Tempo and pace of cheer consistent throughout. · Flow: o Material should be seamless from beginning to end – No abrupt transitions or tempo changes. o Material should be easy to understand. · Maximum Crowd Coverage: o Team formation should be spread out to cover the crowd.

Motion Technique/Crowd Leading Tools (Sideline & Cheer) Motion Technique · Arm levels and proper motion placement by all team members · How sharp are they? On the ground and in the stunts Proper Use of Signs, Poms, Megaphones & Flags This section is judges on how well the listed props are used to help lead the crowd in responding to the cheer. · Signs & Flags – Promote crowd involvement, easy to read, shown to crowd in time to yell · Poms – Indicate specific colours or times to yell · Megaphones – Project voices to the crowd **Important Note · Full credit will NOT be given automatically for using all · Remember – Quality vs Quantity Execution of Skills – Proper Technique, Stability, Synchronization & Spacing (Sideline and Cheer) ** Remember – Are they relevant to a true Game Day Environment? Skills should be SOLID, SAFE & should be 100% performance READY! Proper Technique & Stability · Stunts – Top, Base and Spots · Tumbling · Keeping in mind a game day performance – all skills should be stable with no movement Synchronization & Spacing


· Timing of skills performed · Formations during all skills performed **Skills should be practical and what is practical for one team might not be practical for another. Overall Impression · Did the team “Lead the Crowd” effectively? · Did the team demonstrate “SPIRIT” raising antics? · Did the team exhibit strong “Athleticism”? · Did the team keep the crowd “Entertained”? · Was the overall routine well “Executed” which led to a “Solid” and “Safe” performance? Skill Incorporation Tips · Stunts: o Used to make cheerleaders visual to better lead the crowd o Stunts to consider – Preps, Extension, Liberties, Hitches o Can they still lead the crowd in the stunt? · Tumbling/Jumps o Think S-S-S – Single Synchronized Skills o Synchronized ALWAYS Better – Unless choreographed to match response o Running Tumbling/jump combos are better for Performance Routines **Teams should incorporate skills that can be performed well. These skills should not inhibit their ability to lead the crowd effectively. Do what you do well and move on!

Fight Song & Band Chant

Band Chant · The first section of the routine · Similar to a :30 second time out at a game · Should have an emphasis on crowd appeal and practicality · No Stunts or Tumbling permitted · Jumps and Kicks are allowed Fight Song · The Fight Song can incorporate Stunts and Tumbling · Should be practical and easy to follow · Must follow 8 count restrictions and additional skill restrictions Game Day Visual Appeal Level Changes, Ripples & Creative Movement · Use of the floor throughout the routine · Seamless flow from beginning to the end · Use of floor and variety of formations Material relevant to Game Day environment (Band Chant)/Effectiveness of Incorporation (Fight Song)

Proper use of material and skills relevant to game day environment: o Was the material practical and relevant?


o Can this be performed at any time during a game and in any situation? o Was the team engaged with the crowd and encouraging participation? o Skills should be clean and effective, not a distraction Motion Technique/Crowd Leading Tools · Motion Placement – levels of arms, wrists, elbows · Sharpness – speed and precision, not bouncy · Synchronization – Motions and props are performed effectively as a whole or in groups · Technique – good demonstration of team’s cheer dance ability · Timing – staying on counts · Spacing – formations should be spread out for maximum coverage · Props – used effectively to encourage crowd responses Execution · Skill Technique o Practical skill incorporation and proper technique of skills performed · Stability – strength of movement · Synchronization – timing of skills performed · Maximum crowd coverage – spread out formation to cover the crowd Overall Impression · Energy, Leadership & Connection to the Crowd o Energy and enthusiasm from beginning to end o Strong leadership for the crowd. Did the team “Lead the Crowd” effectively? o Did the team keep the crowd “Entertained”? o Transitions between components were smooth and effective


SCHOLASTIC RUBRIC - EXECUTION

The following execution methodology applies to the music portion of the routine. Athletes are expected to demonstrate excellent technique when performing each skill. The emphasis is on the TEAM, not individuals. Each execution category is broken down into Drivers, which determine the score.

Stunt/Pyramid Execution Drivers

Jump Execution Drivers

Tumbling Execution Drivers

● Top Person ● Bases/Spotters/Height ● Transitions/Cradle ● Synchronization ● Obvious Mistakes

● Approach ● Arm Placement ● Leg Placement ● Landings ● Synchronization

● Approach ● Speed ● Body Control ● Landings ● Synchronization

Scores start at the maximum value (5.0 for scholastic jumps and 10.0 for scholastic building and tumbling categories). Essentially, all teams start with a perfect score in technique. The drivers are assessed and used to subtract from the value to determine the score.

How to Use the Drivers All Execution drivers reduce the score according to a specific value based on the lack of technical execution of each driver.

• If the driver was executed with excellent precision and form by the team no points will be subtracted.

• If the driver had minor technique issues by the team, not just 1 athlete in Tumbling/Jumps or 1 athlete in Stunts/Pyramids/Tosses the Technique score is reduced by: -0.1 scholastic jumps -0.2 in scholastic building and tumbling

• If the driver had multiple technique issues by the team the Technique score is reduced by: - 0.2 scholastic jumps - 0.4 in scholastic building and tumbling

• If the driver had widespread technique issues by the team the Technique score is reduced by: - 0.3 scholastic jumps - 0.6 in scholastic building and tumbling

• The Obvious Mistakes driver is NOT evaluated the same as the other drivers. For Stunt/Pyramid Execution, the -0.2 is not applicable.

NOTE: No more than 0.3 can be taken off for each technique driver out of 5.0. NOTE: No more than 0.6 can be taken off for each technique driver out of 10.0.


When determining if an issue is minor, multiple or widespread, always take into consideration how many groups or participants are taking part in the skill. Don’t be overly punitive. One or two athletes should not negatively impact the score (unless it is a very small number of athletes performing the skill). Take percentages into account. If a toss is performed, it is considered a Stunt Skill for score scoring. Consider cause and effect - If one driver is causing the issues with the other(s), it may only be applicable to remove one driver. Additionally, any stylistic technique preferences will not impact the technique score of a skill. Example - arm placements in jumps. Preferences of specific techniques are irrelevant and should not affect a score. The execution drivers are on the score sheet. If a team loses a driver the judge should circle/note the driver(s) that was/were assessed so the team knows which aspects they need to work on. In the comments, judges should additionally always note what driver was subtracted, the value being subtracted and the specific part of the routine where the issue was. Do not explain how to fix the issue. Example: “Tumbling: -0.4 body control, -0.2 synchronization. During the opening running tumbling there were widespread issues with athlete body control demonstrated through bent arms and open legs in BHS and arched backs by most in the sets of the tucks. During the corner pod section tumbling synchronization was off in the first two pods starting with their ROs carrying through the rest of the pass.” An Obvious Mistake is any fall or a skill that almost falls, but is saved. Minor balance checks and missed skills (omissions) do not count as Obvious Mistakes. If a building or major building fall is given an Obvious Mistake -0.6 will also be given.

Stunt & Pyramid Execution Drivers (may include but not limited to):

▪ Top person: Body control, body lines/alignment, uniform flexibility, motion placement, legs straight/locked and toes pointed.

▪ Bases/Spotter: Stability of the stunt, solid stance (bases positioned shoulder width apart, feet stationary in skill (when stunt is stationary), cradle (if tosses performed).

▪ Entries/Transitions/Dismounts: Connection of skills, transitions, how well they are performed, how well the top person is caught, control of arms, absorbed with legs, speed/control/flow from skill to skill,) height of tosses (if performed).

▪ Synchronization: Timing, load, skill & catch/dismount all executed on the same counts, driving up at the same time. *Teams that do not perform at least 1 level appropriate skill/transition by 2 or more groups in Stunts and Pyramids will automatically receive 0.6 off for Synchronization.

▪ Obvious mistake(s): o -0.4: 2 errors including Bobbles (Stunts/pyramids that almost fall or are saved), Building

Falls and/or Major Building Falls o -0.6: 3 or more errors including Bobbles, Building Falls and/or Major Building Falls o Teams that have 1 error (regardless of error type) will not receive an Obvious Mistakes

driver assessment under Execution, but may receive a Building Fall or Major Building Fall under Point Deduction.


Jump Execution Drivers (may include but not limited to):

▪ Approach: Consistent entry, swing/prep ▪ Arm Placement: Alignment of arm position in jumps, uniformity of angles, arm placement in the

approach, when the jumps hit everyone has to be at the same place, sharp, tight, precise and controlled

▪ Leg Placement: Pointed toes, straight legs, hip placement/rotation (with knees at least facing the ceiling), hyperextension/height (ie exceeds parallel is hyperextension, the “standard height” of legs is parallel), above average height of jump

▪ Landings: Feet together, legs/knees together, knees not bent past 90 degrees/not crouched, consistency of placement of upper body/chest position, uniformity of landing technique

▪ Synchronization: Timing/Counts, approach, skill and landing are synchronized

Tumbling Execution Drivers (may include but not limited to):

▪ Approach: Arm placement into a pass/skill, swing/prep, chest placement, flow from skill to skill in a pass

▪ Speed: Consistent throughout the pass or building speed through the pass (not losing speed), connection of pass/skills

▪ Body Control: Head placement, arm/shoulder placement in skills, hips, leg placement in skills, pointed toes

▪ Landings: Controlled, legs/feet together, chest placement, finished pass/skill, incomplete twisting skills

▪ Synchronization*: Timing/Counts throughout pass(es) (from approach through to landing) *NOTE: Teams that do not perform a synchronized pass will automatically receive 0.6 off for Synchronization.

Execution Q & A

1. How does the difficulty of the skill affect the execution score? The difficulty of skills does not affect the execution score. In fact, it is theoretically possible to get high execution scores without doing any Level Appropriate skills. However, to get max execution scores synchronized level appropriate skills are required.

2. If a team falls out of everything, what is the lowest execution score they can get?

The lowest execution score that will be given is a 3.5/5.0 or a 7/10.0. HOWEVER, if a team fails to perform ANY skills in a category (zero for difficulty), they will also receive a zero for execution.

3. If one of our stunts has a fall, how will this affect our execution score?

The deduction/safety judges assess deductions for falls. They should communicate with the panel judges if they are assessing a deduction. If a team has a single error, they will receive a Point Deduction (Building Fall or Major Building Fall) if it meets the criteria for a fall. If a team has multiple errors (including Bobbles), they will be assessed -0.4 if there are two errors or -0.6 if there are three or more errors. These point values come off their Execution score, plus they may also receive Point Deductions if the errors meet the definition of a Building Fall or Major Building Fall. If a stunt should falls as a result of minor or widespread technique issues, there may be other points removed from other drivers.


See Execution for details. It is recommended that safety and building judges are communicating on the panel.

4. What is a Bobble? CC Rubric System - - A “Bobble” is a term used in the evaluation of the Obvious Mistakes Execution driver for building skills. It is defined as a stunt that almost falls but is saved (I.E. major balance checks). An omitted/dropped body position without instability is not a Bobble. How are incomplete twisting skills treated?

CC Rubric System - Incomplete twisting skills, whether they are in tumbling, stunts/pyramids or tosses will be assessed in the associated execution score only. They will not result in a fall deduction UNLESS the incomplete twist results in a fall (i.e. uncontrolled catch in a cradle, fall to the seat and hands after an incomplete full in tumbling, etc.)


CHEER CANADA SCHOLASTIC - BUILDING

Additional Reference Material Required:

• Scholastic Level Appropriate Skills • Scholastic Rubric *available on the Cheer Canada website

NOTE: The Building Level Appropriate Skills (LAS) is a non-exhaustive list of skills that will satisfy range requirements on the score sheets. NOTE: Lib and platform are not considered body positions. Body positions include: Stretch, bow & arrow, arabesque, scale and scorpion.


Building Difficulty Ranges Level Appropriate stunt skills are cumulative throughout the routine.

• (3.0 – 3.5) Skills performed do not meet 3.5 - 4.0 range • (3.5 – 4.0) 4 different level appropriate skills performed by Most of the team • (4.0 – 5.0) 5 different level appropriate skills performed by Most of the team

NOTE: Level Appropriate Tosses are counted as a level appropriate skill towards Building Difficulty.

Counting Skills - Stunt Difficulty

Level Appropriate skills are counted throughout the routine to determine the difficulty range. Stunt skills will only receive full credit if they show control through the pop or transition to another skill. What qualifies a skill as “different”? To satisfy a difficulty range that requires “4 different level appropriate skills", the team must execute different skills at the required ratio for their team size. A skill is defined as different based on: - the body level it starts at, the level it lands at - the number of legs it lands on - the skill/trick executed (such as a release, direction of rotation, amount of rotation, etc.). For example: An Intermediate team could do shoulder stands and later do preps. Although these are both “Two leg stunt at prep or below”, they will qualify as two different skills because the skill set/technique of the skill is different.

▪ For twisting skills, there needs to be at least a quarter twist difference. For example, 1 ¾ up and a double up are two different skills.

▪ Based on that same logic, you would need at least a 1/4 twist difference in a body position to body position tic toc to make it different.

▪ Body positions do not constitute different in relation to mounts or dismounts. To get into range, dismounts will only be categorized as either from a two leg stunt or from a single leg stunt at each height. For example, a cradle from an extended lib in Median would not be considered “different” from a cradle from an extended heel stretch.

▪ To get into the range, straight up and straight down stunts will only be categorized as either two leg or single leg at each height. For example, a straight up to extended lib in Median would not be considered “different” from a straight up to extended heel stretch.

▪ Note however, floor and waist level initiations are considered as the same point of initiation/landing .

Connected vs Combined Skills: Connected skills: Two or more skills performed in succession (sequentially) will be counted as separate skills. I.E. Full up to lib with immediate tic toc Combined skills: Two or more skills performed simultaneously will only be counted as one skill. I.E. Twisting tic tocs (when the turn and release happens at the same time).


Cumulative Counting vs Same Section: Stunt Difficulty and Pyramid Difficulty allow for skills to be counted throughout the routine; the skills are counted cumulatively. When counting cumulatively remember:

• The requirement is that most of the team participates in a level appropriate skill for Stunt Difficulty. They do not have to be the same skills. (I.E. Most = 4, 2 groups do LA tic toc & 2 groups do LA twisting mount).

• Each set of “Most” must have different skills (I.E. Same skills are only counted once). Premier teams: At least 2 Premier skills are required for the top range in stunts and pyramids. Elite skills may be considered level appropriate for the remainder of the required skills in the top range.

Scoring Within the Range

Once the range is set for Building/Stunts or Pyramids, use the difficulty drivers to establish the score within the range. The difficulty drivers include:


NOTE: Difficulty drivers are NOT valued at 0.1 each. For each driver ask yourself:

• Is there just enough to be in range? 4.0 – 4.2 o Minimum number of skills, counted cumulatively (low team participation)



Degree of difficulty of skills

Just enough Plenty Wow

4.0 – 4.2 4.3 – 4.6 4.7 – 5.0


Building Difficulty Q & A

1. Can you provide more examples of what skills would be considered “different”?: ▪ Novice: A team could do braced tic toc below prep level and later do pendulums. Both

would be “Transition maintaining contact with at least one base” but they are different skills.

▪ Intermediate: A team could ½ up to Prep and later ½ up to Extension. Because they are going to different levels they would be considered different skills.

▪ Level 3: A team could do back walkover out of cradle catch and later do forward roll out of prone position and they would get credit for two different skills.

▪ Advanced: A team could do a 1 ¼ twisting dismount from Prep and later do 1 ¼ dismount from Extension. Because they are coming from different levels, these would be considered different skills.

▪ Premier: A team could do front ¾ cradle and later do back tuck cradle. These are both examples of “Free Flipping Dismounts” but are different skills, which would both receive credit.

2. If we’re doing two “at level” elements within one skill (simultaneously) does it qualify for two

different skills (i.e. twisting low to high tic tocs in Premier)? Connected skills: Two or more skills performed in succession (sequentially) will be counted as separate skills however combination skills (merging of two or more skills simultaneously) will only be counted as one skill. Therefore the skill in the example will be considered one skill, however the increased difficulty of the skill should be considered within the range.

3. To count for Most of the team doing a level appropriate skill, do all of the skills have to be the same? For example, in Advanced (a team of twenty), if we have two groups perform full twisting dismounts to cradle from extension and two groups perform a pancake transition from prep level at the same time, will we still get credit for doing “most” of a Level appropriate skill or will it be considered less than Majority of two skills? The only requirement is that you show most of the team participating in a level appropriate skill for Building Difficulty. They do not have to be the same skills. Yes, you should get credit for doing “most” of a level appropriate skill.

4. What do you mean by “5 (or 4) different level appropriate skills performed by most of the team”

on the Building Difficulty rubric? Stunts are now cumulative in terms of determining the difficulty range. If you have a team of sixteen athletes (Most = 3), to get into 4.0 - 5.0 range you need five different level appropriate skills. Therefore: 3 x 5 = 15 Level Appropriate skills. At least five different skills have to be performed by Most of the team. Let’s consider another team example to clarify how this is counted: A Median team has twenty athletes. To get into 3.5 - 4.0 range on the scholastic score sheet they need four different Level Appropriate skills at Most. They need four stunt groups to be Most based on their team size.

LAS = Level Appropriate Skill 4 x 4 = 16 stunts minimum.


Example #1 Example #2 Example #3 Example #4 a) 1 extended 1 leg stunt (LAS) b) 1 Full up to Prep 2 Leg (LAS) c) 1 suspended front flip (LAS) d) 1 thigh to prep level tic toc (lib to lib) (LAS) e) 1 downward inversion from below prep level (BWO out of cradle) (LAS) f) 2 full down from prep (LAS) g) 1 Log Roll (Intermediate) h) 4 full up to prep level body position (LAS) = 12 LAS

a) 1 inversion from ground to extended 1 leg (LAS) b) 4 Ball up to prep level body position (LAS) c) 2 extended 1 leg (LAS) d) 2 Ball up to prep level body position (LAS) e) 1 Full up to Prep 2 Leg (LAS) f) 4 suspended front flip (LAS) = 14 LAS

a) 2 Full up to Prep 2 Leg (LAS) b) 1 Suspended Front Flip (LAS) c) 1 Thigh to Prep level switch up (lib to lib) (LAS) d) 4 inversion from ground to extended 1 leg (LAS) e) 4 extended 1 leg (LAS) f) 4 Ball up to prep level body position (LAS)

a) 4 Downward inversion from below prep level (BWO out of cradle catch) (LAS) b) 4 Extended 1 leg stunt (LAS) c) 4 inversion from ground to extended 1 leg (LAS) d) 2 Ball up to prep level body position (LAS) e) 2 Full up to prep level body position (LAS)

NO does not hit 3.5-4.0 range NO does not hit 3.5-4.0 range YES hits 3.5-4.0 range YES hits 3.5-4.0 range WHY? Does not have enough Level Appropriate Skills to be considered “Most” of 4 different. Note that g) is an Intermediate skill.

WHY? Team did not have 4 different skills at most. Skill 1 = 4 ball up to prep Skill 2 = 4 suspended front flip Skill 3 = 1 inversion (a), 2 extended 1 leg (c) , 1 full up to prep (e) Skill 4 = no other different skills executed

WHY? A+B+C = 4 LAS D = 4 LAS E = 4 LAS F = 4 LAS = 16 stunts Meets 4.0 -5.0 range requirement.

WHY? A = 4 LAS B = 4 LAS C = 4 LAS D+E = 4 LAS =16 stunts Meets 4.0 - 5.0 range requirement.

5. Does a fall affect the Building Difficulty?

Possibly. If you choreographed exactly the number of stunts you need for your range but one skill is missed (omitted) due to a fall in the sequence or if the skill falls prior to the pop for the transition or dismount, you would drop down to the next appropriate scoring range. Remember the new stipulation: Skills only receive credit if they show control through the pop to dismount or transition to another skill. If the group hits the skill and then falls during the dismount or transition, the team will receive credit for the skill, but will also receive a deduction for the fall and the Obvious Mistakes driver may also be removed in execution technique.

6. We had six Level Appropriate building skills and the other team only had five. Why is their

Building Difficulty score higher than ours? Your actual score within the range is a reflection of the overall difficulty of the stunting throughout your entire routine and in consideration of the difficulty drivers. The number of skills are not the sole factors used to determine the Building Difficulty score.

7. Why are there release style skills listed on the level appropriate skills list for Novice and Intermediate when release moves are illegal in those levels? Release style skills in Novice and Intermediate, where release moves are illegal, include skills that are meant to look like true release moves but remain connected to someone on the performing surface. I.e. switch ups or tic tocs where a base or spotter remains connected to the top person’s foot or ankle.

8. Is there any benefit to doing level appropriate skills with less bases? Yes. Teams that execute level appropriate skills with less athletes than the traditional stunt group of four (i.e. a “single base with spotter”) will receive credit under Building Difficulty. As it is more


difficult to perform skills with fewer bases the score should go up in your range.

9. If a team competes building skills while the bases are on their knees, will I still receive credit? Yes, however, this shortcut should put you at the bottom of the range in your Building Difficulty score.

10. Do coed teams need to include partner stunting? No, partner stunting is not mandatory for co-ed divisions. A team in any division that displays assisted or unassisted co-ed style stunting should receive credit under their Building Difficulty score.

Pyramid Difficulty Level Appropriate skills are counted cumulatively throughout the routine.

• (3.0 – 3.5) Skills performed do not meet 3.5 - 4.0 range • (3.5 – 4.0) 3 different level appropriate skills, 2 structures performed by Most • (4.0 – 5.0) 4 different level appropriate skills, 2 structures performed by Most

For Pyramid Difficulty, teams will be scored on the Level Appropriate Skills performed in pyramid sections throughout the routine. Only ONE group in a pyramid sequence needs to perform the Level Appropriate skill to get credit but keep in mind that skills/transitions must be ‘different’ and repeating skills will not count more than once towards range. The actual score within the range will be derived from ALL skills in the pyramid(s) and the drivers. With a 1.0 point spread in the top range, pace and percent of team participation will have a strong influence on driving the score within the range.

Counting Pyramid Skills: Structures:

Teams must include structures in their pyramid sequence(s) (connected/attached skills as a “picture moment”) and structures must be held for at least one count. MOST of the athletes must be involved in the structure.

The Stunt and Toss Quantity Chart is what will be used to determine “Most” in the structure. If Most for your team size is three, that means that three connected stunt groups have to be included in the structure to be considered as Most. The structure does not need to be level appropriate. Structures accumulate throughout the routine. There is no minimum requirement of the number of athletes that must participate in each stunt that is connected. I.e. If Most is three then a connected shoulder sit, shoulder stand, shoulder sit would satisfy the MOST requirement.

Two separate, but not connected, simultaneous pyramids can also add up to Most. Level Appropriate Pyramid Skills: - Mirrored skills are only counted once (I.E. 2 flyers execute braced front flips = 1 Level Appropriate Skill). - Level Appropriate structures count as both a skill and a structure. - Skills must be different. What makes a skill different? - Forward rotation is different from backward rotation (landing in a cradle vs load is NOT different) - See Building Difficulty section for more details.


Scoring Within the Range - Pyramids



NOTE: Difficulty drivers are NOT valued at 0.1 each. For each driver ask yourself:

• Is there just enough to be in range? 4.0 – 4.2 o Minimum number of skills, low team participation



Pyramids Q & A

1. If my entire team is in a structure and then a majority of my groups sponge down and only two of my groups perform a level appropriate dismount, will I receive credit for the skill in pyramid or stunts? If the dismount from the pyramid structure performed is level appropriate, you will get credit for the skill in pyramid difficulty. A team may also receive credit in pyramid creativity if the dismount is unique and visual. There are varying factors that could potentially allow a team to receive credit in stunts. For example, if some team members sponge down from the structure and move to a new formation and most of the groups are in a stunt (not connected) the team could potentially receive stunt credit.

2. Can the structure also be counted as a Level Appropriate skill?

If a structure is At Level, it may satisfy both requirements (level appropriate skill and structure). For example: It IS possible to satisfy requirements of the high range with only four skills total. Example: In Novice, a team may perform a braced extension pyramid (at level skill AND structure), a braced 1 leg at prep level pyramid (at level skill AND structure), and two different transitional skills to satisfy the high range requirements (as long as the structures are executed by Most). Note that this gets more difficult to achieve in higher levels where at level structure types are more


limited.

CHEER CANADA SCHOLASTIC JUMPS & TUMBLING

Must know/have: • Level appropriate skills list • Majority/Most Chart Scholastic Differences • There is no differentiation between standing and running tumbling, all tumbling is scored in one category. • All tumbling, standing and running, is counted cumulatively throughout the routine.

Jump Difficulty This is a capped score (no ranges). If the team satisfies the requirements they achieve the set value.

• 4.0 - Requirement is not met. • 5.0 - Most performs 3 connected advanced jumps with synchronization & variety OR 2 connected

advanced jumps & 1 additional advanced jump with synchronization & variety.

All approaches within the jumps must use a whip approach to be considered connected. The landing of the first jump is the set of the second jump. Generally if feet are on the ground for more than a count between jumps it is not considered a connected jump. Basic jumps are Spread Eagle and Tuck Jump. Advanced jumps are Pike, Hurdler (Right/Left/Front/Side), Toe Touch, Double Nine and Around the World. Spread eagle & tuck jumps will receive credit as advanced in Beginner divisions.


A variety requires at least two different jump types. Performing the same jump with different legs does not constitute a variety (i.e. left/right hurdler). Therefore a team performing a synchronized right hurdler, left hurdler, right hurdler would not show variety and would drop to 4.0. Jump skills must land on feet to be considered level appropriate and receive difficulty credit (i.e. jumps that land on knee(s) or seat, etc. would not count). If those are the only skills performed the team would receive a 4.0 (skills performed do not meet 5.0 requirement). Performing jumps in a ripple would drop the score down to 4.0 since the jump(s) is/are not synchronized. Jumps do not accumulate for the 5.0 score. If participation is less than “Most”, but a jump was executed by at least one athlete, the score given will be 4.0. If there are NO jumps in the routine, the score will be zero. The “additional advanced jump” referenced for the 5.0 must also be synchronized and done by Most. When differentiating between “advanced” vs. “basic” jumps, the technique of the jump should not be too strictly considered. If in a toe touch both legs are below hip level (i.e. poor execution) but it is evident that the skill was suppose to be a toe touch (i.e. many athletes perform it correctly, athletes show some “sit” into the jump) they should receive difficulty credit for it being an advanced jump. They will be scored on the technique of the jumps separately.

Jumps Q & A

1. Can jumps connected to tumbling be used to satisfy jump requirements? Yes, the jump in a jump/tumbling combo can count towards jump requirements.

2. Is there any benefit to having the full team jump?

Not for jump difficulty. You are only required to have Most of the team executing jumps (roughly 60% for jumps and tumbling). Use only your best jumpers to keep your technique score high.


Tumbling Difficulty

The following concepts apply to Scholastic Tumbling:

• Tumbling passes must land on feet to be considered level appropriate and receive difficulty credit (i.e. jump ¾ front flip to seat; back handsprings which land in a prone position, etc. would not count). If those are the only skills performed the team would be in the 3.0 - 3.5 range (skills do not meet 3.5 - 4.0 range requirement).

▪ Dive rolls will not receive level appropriate credit in Intermediate or Premier (arched position). ▪ No skills out of a back handspring step out 1⁄2 turn that are ILLEGAL in intermediate will count for

Level Appropriate credit in Median. ▪ Punch front forward roll will not count for Level Appropriate credit in Advanced. ▪ Jumps within a pass will not break up the pass (i.e.. Toe Touch BHS Toe Touch BHS is one pass in

Median). ▪ T-Jumps are not considered a jump and will break up a pass into two separate passes

Scoring within the Range - Scholastic Tumbling

Once range is set, use the following drivers to set the score:

• Difficulty of the passes throughout the routine • Percentage of team participation • Combination of skills (level and non-level appropriate) • Synchronization of passes • Pace and speed of skills performed

* Remember that synchronization and specialty passes are not required but may be rewarded within the range. * Difficulty drivers are NOT valued at 0.1. * Group passes will be rewarded within the range.

Tumbling Q & A 1. The scoring system is asking for Level Appropriate Passes rather than Level Appropriate Skills –

Why and what does that mean? Tumbling will be judged based on level appropriate passes within the routine rather than each individual at level skill within each pass. For example, if an Advanced athlete performs a round off, back handspring, whip, back handspring, whip, back handspring, layout step out, the team would


receive credit for doing one level appropriate pass rather than doing three level appropriate skills. The difficulty of the passes (additional skills, specialty skills, etc.) will be considered WITHIN the range only.

The tumbling pass begins when the athlete initiates the pass and the pass ends when the athlete lands (pauses or stops). It doesn’t matter if the athlete performs one skill or multiple level appropriate skills within the same pass. It will only be counted as one pass. If a team is looking to receive credit for two passes, they must STOP after the first level appropriate skill/pass, PAUSE (or take steps) and then continue with a second pass. Other considerations concerning passes:

• Bounce back passes that tumble to a corner and rebound/bounce back from the corner will

be counted as ONE pass. The difficulty of the pass would be considered in the range. However, if there is a clear stop and pause, and then a new pass begins that would be counted as two passes.

• Passes that switch direction are two different passes. i.e. Median: Back handspring, back handspring, round off, back handspring tuck in Median will be two passes.

2. If a team has NO tumbling, will they get a zero?

Yes. If a team does nothing in a scoring category they will get a zero. However, all tumbling would count (not just at level). So a Premier team with one forward roll hiding in a dance would get the lowest score (3.0) in the BELOW range for tumbling and not score a zero.

3. Do Passes accumulate?

Yes, tumbling passes accumulate. Both Standing and Running Tumbling will accumulate together throughout the routine. We are looking for level appropriate passes by majority for the 3.5 - 4.0 range or level appropriate passes by most for the 4.0 - 5.0 range. Example: On a Novice team of twenty athletes you can have one athlete do twelve level appropriate passes throughout the routine to get into the 4.0 - 5.0 range. This could also be attained by twelve different athletes performing one level appropriate pass.

4. Can we do passes that are not listed on the Level Appropriate Skills Sheet? Yes. The level appropriate skills sheet is a non-exhaustive list.

5. If we have an incomplete twist in tumbling, will this be a deduction or will this be assessed in

technique? Would be still get credit for the skill? That depends. If the incomplete twist results in a fall you would be assessed a fall. Incomplete twisting skills should be given credit for attempting the skill as long as it meets the following criteria: Exceeds a half (for attempted Fulls).

*Keep in mind if enough athletes are not landing and completing their twisting skills this could affect their difficulty technique score (Landings).

6. How do I know what is worth more in terms of difficulty – Is it percent of participation more

important than variety or degree of difficulty?


You should consider all of the difficulty drivers in addition to the technique of the passes that your athletes can achieve. Once you hit a range (quantity), you must also consider the quality of the passes.

7. Should we synchronize our Tumbling passes? As a coach you will need to decide if synchronizing passes make the most sense for your team. They have the potential to significantly boost your difficulty score, however, if your synchronized passes are not timed well, you may end up with a lower score in technique. The answer to this question depends on the ability level of your athletes.

8. Do tumbling skills that are incomplete receive difficulty credit? Tumbling skills that do not demonstrate control through the landing (ie landing on hands and

knees or seat), will not be counted towards difficulty ratios.


CHEER CANADA SCHOLASTIC OVERALL

Building Creativity/Routine Composition Building Creativity Creativity includes level and non-level appropriate combination(s) of skills that are visual, unique and innovative.

• Motions of the top person are not considered creativity. • Creativity does not mean you have not seen it before. • NOT difficulty of the skills but the creative way in which they were performed. Judges will be

considering the entry, stunt, transitions and dismount of each stunt sequence to determine what ratio of the skills incorporate creativity.

• If something was creative at the start of the season, it should still be considered creative at the end of the season.

• Additional lifts throughout the routine should impact stunt creativity score. • Stunt Creativity and Pyramid Creativity are equally weighted with Routine Composition for

one score. When writing comments use words and phrases from the rubric but try to be specific Ex: “Above average creative content in the first stunt section. Entry was innovative and visual. Use of non-level appropriate lifts was eye catching. However, second stunt section lacked variation and dynamic elements in entries, transitions and dismounts.”

Routine Composition How the routine was put together (not overall impression). The score can change day 1 to day 2, based on timing and execution which may enhance the visuals that were choreographed. When scoring remember to consider:

• Precise spacing and formations (including technical skill areas) • Seamless patterns of movement in transitions (are people bumping or having to sprint to spots?) • Innovative, visual and intricate ideas • Additional skills (level and non-leveled skills; skills over and above difficulty requirements in capped

score categories i.e. extra jumps) As with creativity there are no official ranges but consider this as a guide:

0.1 - 0.5 Building Creativity

Level & Non-Level appropriate combination(s) of skills that are visual, unique and innovative.

0.1 - 1.0 Routine Composition

Precise spacing in formations and seamless patterns of movement in transitions. This includes, innovative, visual and intricate ideas, as well as any additional skills performed to enhance overall appeal.

Building Creativity + Routine Composition = Score between 8.5 - 10.0


Dance

• Unique category as it includes technique and difficulty combined into one score • Comments and weighting should include both equally

Things to Consider for Difficulty Things to Consider for Technique

• High Energy • High Entertainment • Visual Elements

- Levels - Formations/Transitions - Partner work - Foot work - Floor work

• Intricacy

• Perfection • Synchronization • Pace

Unofficial Scholastic Dance Scoring Guide

0.1 - 0.6 Difficulty of the Dance: - variety of levels, formation changes, partner/foot/floor work, pace, intricacy

0.1 - 0.6 Execution of the Dance: - technique, perfection, synchronization, uniformity

0 - 0.3 Energy/Entertainment: - entertainment, energy, visual elements

Since Dance is the only skill category that takes into account both the difficulty/creativity AND the Execution of the skill, sometimes it is easier to stay consistent by scoring each separately and then combining the score together.

Performance For Cheer Canada, the Overall Judge will assess Performance as a whole throughout the entire routine. The Performance scores on the bottom of each category sheet are averaged to determine the performance score out of 10, shown on the final tally. No skills are required and the goal is to encourage genuine and appropriate athletic expression. While there are no official ranges, here is a general guide:

8.0 – 8.5 Less than 50% of the athletes demonstrate high levels of energy and excitement while maintaining genuine enthusiasm and showmanship. This will include appropriate athletic impression throughout the routine.




Performance & Image policy/inappropriate choreography The image policy & inappropriate choreography is a deduction. However, teams issued a 0.25 deduction or a warning for this will also have a penalization to their performance score. The performance score will be a maximum of 8.5. Therefore, they can only be given 8.0-8.5 for their performance score.

Overall Score Sheet Q & A

1. Are there any minimum scores or ranges within the values for Dance, Performance and Routine Composition? The minimum is 8.5 for Dance and Creativity/Routine Composition and 8.0 for performance. Judges are encouraged to use the range. It is okay for two (or more) teams to score exactly the same if they truly are matched in quality. However judges must be cognizant of the fact that they are ultimately hired to rank the teams in the divisions - scoring everyone the same/very close does not achieve this goal.

2. I am confused by the difference between Performance and Routine Composition. Can you explain the difference? In the most simplistic terms, for Performance you are scoring the athletes on how well they “sold” the routine. Performance is the “smile” category. For routine composition you are scoring the coach/choreographers’ ability to create (and teach) a routine that is exciting & intricate but also suits the ability of the athletes. Read the descriptions for each category on the score sheet with this mindset.

3. If two people bump into each other while moving to spots is there a deduction? There are no deductions assessed for bumping in general routine choreography. Judges will take this into account when determining the score in the Routine Composition category.

4. My routine composition score should not change between day one and day two, right? The score CAN change between day one and day two. Judges can only score what they see in front of them. If, on day one, the execution of the routine is such that the judge cannot see the intended visual effects and patterns of movement (people not making it to spots, timing off in choreography, people bumping or missing counts, etc.), the judge may score the team lower than on day two when the full effect is revealed once the execution is better.

5. Can you explain with a little more detail what is Routine Composition? Routine Composition is the team's’ ability to demonstrate:

● Precise spacing/formations in all categories of skills (stunts, pyramids, tosses, jumps, dance, running and standing tumbling.

● Transitions/seamless patterns of movement. Is there a plan? Is it put together with purpose? Does it flow or is it frantic? Does it look choppy like “Skill-Stop-Move-Skill-Stop-Move” or do the skills and sections flow through to each other almost without notice? Are athletes constantly running across the floor to get to the next formation or do they seem to magically end up exactly where they need to be for the next section?


● Innovative, visual, intricate ideas. Not just in skills but throughout the routine. Creative elements that add to the appeal of the skills performed, visual elements that may include the use of different levels of skills or patterns that create visual interest both in a close up view and from a birds eye view; usage of skills in a non-traditional creative way, or a theme, etc. Does not have to be things that nobody has ever seen before.

● Additional skills (both level appropriate and non-appropriate) performed to enhance the overall appeal (visuals, extra difficulty, etc.). This could include extra choreography like lifts, partner work or other non-level appropriate skills used to transition into a new section; the extra basket tosses or jumps that will not add anything else to the category difficulty scores but show how strong the team is, or creative entry or exit from basket tosses, or maybe even a hyper-extended heel stretch performed by the whole team that shows the amazing flexibility of the entire team, etc. The list could be endless.

6. If a team has no dance, will they get a zero?

Probably not. They would have to have no motions at all in their routine (not even in stunts) to get a zero in dance. If they had no dance section but had motions in their stunts (or elsewhere), they would get the lowest possible dance score.

7. Can you explain in a little more detail what is meant by Performance and what the judges are considering when scoring this category?

This category pertains to how well the athletes sell the routine. It is NOT skill based, nor is it the perfection of skills. It is not choreography or overall impression/appeal. It’s more about how the athletes’ performance makes you feel. Does it draw you in and engage you? Are there high levels of energy and excitement? Is the performance appropriate for public viewing and/or all ages or are there movements that are not appropriate for an athletic performance? Do they project confidence? Are the facial expressions genuine or do they appear choreographed? Is the body language natural/genuine? Are they keeping eye contact with the judges/crowd or looking at the floor? Do all members look confident or it is just a few? etc.


CHEER CANADA PERFORMANCE CHEER

Cheer Canada Performance Cheer (Dance) Score Sheets consist of 3 score sheets that separate 3 main

facets of a team dance routine - Choreography, Technical Execution and Group Execution. Judges

proficient in cheer can judge choreography and group execution, as they assess items such as: pace,

visual effects, variety, uniformity, spacing, formations and transitions. The technical execution judge is a

dance style specialist. All Dance styles will be judged on the same score sheets with style specific

elements outlined on the technical execution scoresheet.

Cheer Canada recommends event producers use a panel of 3 Performance Cheer judges - one per

score sheet.

Scholastic and all star performance cheer divisions will be scored on the same scoresheets.

Categories

All categories will be scored on the same scoresheets.

POM – Incorporates the use of proper Pom motion technique that is sharp, clean and precise while

allowing for the use of concepts from Jazz, Hip Hop and High Kick. An emphasis is placed on group

execution including synchronization, uniformity and spacing. The choreography of a dynamic and

effective routine focuses on musicality, staging of visual effects through fluid and creative transitions,

levels and groups, along with complexity of movement and skills. Poms are required to be used

throughout the routine. Costuming should reflect the category style.

HIP HOP - Incorporates authentic street style influenced movements with groove and style. An emphasis

is placed on group execution including synchronization, uniformity, and spacing. The choreography of a

dynamic and effective routine utilizes musicality, staging, complexity of movement and athleticism.

Costuming should reflect the category style.

JAZZ - Incorporates traditional or stylized dynamic movements with strength, continuity, presence and

proper technical execution. An emphasis is placed on group execution including synchronization,

uniformity, and spacing. The choreography of a dynamic and effective routine utilizes musicality, staging,

complexity of movement and skills. The overall impression of the routine should be lively, energetic and

motivating, with the understanding that the dynamics of movement may change to utilize musicality.

Costuming should reflect the category style.

**Cheer Canada will only offer the categories of pom, jazz and hip hop, and will revisit opening new

categories after consulting PSOs and EPs on their growth and recommendations in 2021.

Ranges & Check Boxes

Each Score sheet is divided into four sections. Each section uses ranges to help judges narrow their

score from the initial 10-point range: Below average (needs improvement), average and above average.


Below, Average and Above average ranges refer to an industry/regional standard. Scoring on a regional

or Industry/Worlds standard will be at the discretion of event hosts. This may vary from judge to judge, or

competition to competition based on the judges own experiences, and may be marked comparatively

within the range at the judge’s discretion.

When scoring a routine, it is important for judges to use the check boxes (located in the large comment

box) to narrow their score into a range. When an item is checked off, it is in an indication that it was

recognized in the routine. When an item has an “X”, it is an indication that is requires more work. This is

a tool for judges and gives feedback to coaches. If there are no checks filled out, the team should be in

the below average range and receive a score from 0-3.0. One - three check marks may indicate that the

team should be in the average with a score between 3.0-8.0. More than 3 check marks would indicate

that a team should score in the above average/excellent range.

A Regional standard indicates that judges are assessing scores based on the talent and abilities of teams

in the region. This means the best team in the region is still able to score in the excellent range, even if

they would not score in the excellent range if competing at a higher caliber competition such as worlds.

Performance Score

Each judge scores the team on their performance on a ten point range, utilizing check boxes and ranges

like all other areas of the scoresheet. All 3 performance scores will be averaged for one final performance

score.

When scoring performance, judges are giving the team credit for their ability to exhibit a dynamic routine

with genuine showmanship and audience appeal, age appropriate music, costume and choreography

that enhances the performance.


When judges are considering costuming it is in reference to how the costuming compliments the feel and

theme of the routine. The "value" of the costuming should not affect score, but rather did they consider

the look at all, with an emphasis on the importance of appropriate costuming for the age and category.

Inappropriate content such as suggestive, offensive, or vulgar choreography, costuming, makeup, and/or

music are inappropriate for family audiences and therefore lack overall audience appeal. This may affect

the judges’ performance score of the routine. Vulgar or suggestive choreography is defined as any

movement implying something improper or indecent, appearing offensive or sexual in content, and/or

relaying lewd or profane gestures or implications.

Comments

Providing quality feedback to coaches and athletes is a vital part of Performance Cheer. Judges are to

comment only on the specific items they are judging.

Group Execution

The first three subsections of the “group execution” scoresheet are to reflect the ability of the team as a

whole. One dancer carrying the team is not to be rewarded.

Uniformity & Placement

Uniformity/placement refers to the overall ability of the athletes on team to match their movements to one

another. This includes arm positions, leg positions and posture looking consistent between each team

member, and their ability to stay consistent throughout the duration of the routine.


Movements are the same on each person: clean clear and precise.

Spacing & Transitions

This score should be assessed based on the team’s ability to transition seamlessly from one formation to

the next, with even and consistent spacing. Formations should be clear and concise, as well as centered

appropriately. Correct positioning/distance between individuals on the performance surface is also to be

considered throughout the routine and transitions. It is important to note that choreography, such as a

variety of formations and transitions being present, is not to be rewarded in this category.

Synchronization & Timing

Synchronization and timing refers to the team’s ability to dance as one. Full team synchronization, and

timing of ripples/cannons are to be assessed. Correct timing with team members and the music are both

considered. In this case, one or two individuals may affect this score.

Choreography

The first three subsections of the “choreography” scoresheet are to reflect the building blocks/contents of

the routine, not how it was executed.

Routine Composition

Routine Composition is to be scored based on the fundamentals of the routine. Appropriate use of the

team’s ability, overall routine flow, and creativity are to be considered. Movement that complements the

music accents, rhythm, tempo, and phrasing. lyrics, style, etc. in a creative, unique and original manner.

Crediting unique pictures and moments with-in the choreography.


Complexity of Movement

Complexity of movement is to be scored looking at the movement sections in the routine. Intricacy

(complex motions), pace (use of off counts & half counts), tempo of the music (fast vs slow), weight

changes, directional changes, connectivity, continuity and overall difficulty including technical skills and

tricks are to be considered. Percentage of the team performing the complex movement is to be taken into

account. Please note that the technical execution of skills is not to be considered in this section.

Although it seems as though many descriptors are the same between Routine composition and

Complexity of movement - they must be regarded differently.

Example - Tempo

● If the tempo is slow, and the choreographed movement matches the tempo - you give credit under

routine comp, but not complexity.

● If the tempo is fast, but choreographed movement does not match the tempo, you give credit

under complexity.

● If the tempo is fast and the movement matches, you give credit in both areas.

Staging & Visual effects

Staging and visual effects refer to the use of a variety of elements incorporated to enhance the overall

depth of a routine. Use of levels, ripples, cannons, opposition, unison and variety sections, floor work,

group work, partner work, lifts and seamless transitions are all to be considered. Please note that as a

judge you are looking for the presence of these items in the routine, not how well they are executed.

Technical Execution

The first three subsections of the “technical” scoresheet are to reflect the ability of the individual dancers.

All Skills performed are to be scored in technical execution. Execution is to be used to assess how well

dancers perform skills, tricks and overall movement. Technique refers to each individual dancer. Judge

must consider how each dancer performs their genre specific technique, their skills/elements like leaps

and turns and finally, how do they "connect the dots" and DANCE. Their presence, strength of movement

of their arms, control of their torso, etc. throughout the piece.

When approaching the technique scoresheet consider it as a meal. The "meat" is the style specific

execution (second sub-caption). The "potatoes" are the leaps, turns and specific skills and elements

considered as skill execution (third sub-caption). The "sauce" is the quiet moments that make a dance

fluid and complete in between the combinations and skills which is the movement execution (first sub-

caption).


Movement Execution

Consider how the individual dancers execute the movement with strength, intensity, placement, control,

presence and commitment. What is their overall movement technique?

While scoring movement execution, judges should be asking:

● What is their overall movement besides the skills and elements that they perform?

● What are the quiet movements between combinations in a routine?

● How are the connections between the skills executed?

● What is the “special sauce” they use to spice up their routine between their combinations, skills

and athletic movements?

● How completely do the dancers move with intensity and presence during the dance piece overall?

● How the dancers move their arms from one position to another?

● How they move/locomotor from one combination/transition to another?

Style Specific Execution

Judges must consider the QUALITY of how the individual dancers performed/executed each genre style

and technique. Judges will note the key words listed (checkboxes) are there to assist with understanding

the main concepts of each style. This list is not exhaustive, but highlights the verbiage that is unique to

each style.

Pom - Quality of Pom motion Technique: placement, control, precise and strong completion of movement

Hip Hop - Groove and quality of authentic hip hop/street dance style


Jazz - Continuity of movement and quality of style, extension and presence/carriage

Skill Execution

In the section, judges will consider the individual dancers’ ability to demonstrate appropriate level skills

with correct placement, body alignment, control, extension, balance, strength and completion of

movement.

While scoring skill execution, judges should be considering:

● How do the dancers leap, turn, and perform their elements with control, strength, extension,

balance, correct placement and completion of the movement?

● Is the entire group able to master the skills or just the downstage (front row) performers?

● If a team performs a specific skill, such as a turn series, credit their skill technique

● Are the dancers using appropriate posture throughout?

Deductions

SAFETY/TIME LIMIT VIOLATIONS - 4.0

Teams that exceed their division time limit will be assessed this penalty. Performance after time limit may

not be assessed.

RULES VIOLATIONS - 1.0 UP TO 5.0

Rules violations will be assessed by the safety judge and may range from -1.0 to -5.0 determined by the

severity of the violation and/or safety concern of the dancer(s). Intentional choreography and

performance errors will be taken into consideration during assessment.

Having the point deduction range from 1 up to 5 allows for the safety judge(s) to make rule violation calls

in FAVOUR of the team, rather than a blanket deduction for any rule violation. Coaches should not

appeal legality deductions when there is a clear rule violation as they must respect the final decision

made by the safety judge(s).

Example - Rule Violation

If a full mini team performs choreographed back-handsprings their rule violation deduction would be

much greater than if a single dancer touched down in an aerial while holding a pom.

IMAGE POLICY - 1.0

Inappropriate choreography, uniform and/or music, as well as violations that break the image policy will

be issued a 1 point deduction.

UNSPORTSMANLIKE CONDUCT DEDUCTION - 5.0


When an individual is in discussion with an official, other coaches, athletes and parents/spectators they

must maintain proper professional conduct. Failing to do so will result in 5.0 point deduction and removal

of the individual or disqualification.

EXAMPLES:

● Inappropriate and deliberate physical contact between athletes during the event

● Abuse of equipment or any items associated with the event

● Using language or a gesture that is obscene, offensive, or insulting

● Using language or gestures that offend race, religion, color, descent or national or ethnic origin

● Failing to perform a routine

● Excessive appealing at score check (if available)

● Showing dissent towards scoring official decision by word or action

● Threat of assault to an event representative Public criticism of an event related incident or event

official


TABULATION

Below are tips to assist with the tabulation of each system:

● Converting to a Percent Perfection is required in Cheer Canada Rubric systems for divisions that do not adjudicate all skillsets and therefore have a total out of less than 100 points. In order to keep the ratio of deductions the same for all divisions, these divisions must be converted to a percent PRIOR to the removal of deductions.

● Scores between teams scored on the All Star Rubric system and the All Star Comparative system are not directly comparable. The total possible score is varied, as are the division requirements.

● The chart below illustrates the score system/sheet, total score, whether % perfection conversion is required and the associated deduction system for each division with a score variance.

DIVISION SCORE SYSTEM /SHEET

TOTAL SCORE % REQUIRED

DEDUCTION SYSTEM

All Star Rec - Tiny Novice CC Rubric - Rec 35 NO No deductions

All Star Rec CC Rubric - Rec 45 NO No deductions

All Star Prep CC Rubric - Prep 82.5 YES CC All Star/Scholastic

All Star Level 1/Mini 2 CC Rubric - All Star 90 YES CC All Star/Scholastic

All Star Non-Tumbling CC Rubric - All Star 80 YES CC All Star/Scholastic

All Star Level 2-6 (not Mini) CC Rubric - All Star 100 YES CC All Star/Scholastic

IASF Non-Tumbling Level 1 CC Comparative - International

125 NO CC International

IASF Non-Tumbling Level 2+ CC Comparative - International


DIVISION SCORE SYSTEM /SHEET

TOTAL SCORE % REQUIRED

DEDUCTION SYSTEM

IASF All Star Level 1/Mini 2 CC Comparative - International


IASF All Star Level 2-6 (not Mini)

CC Comparative - International


IASF Global CC Comparative - Global


Scholastic - Tumbling CC Scholastic 100 YES CC All Star/Scholastic


Scholastic - Non-Tumbling CC Scholastic 90 YES CC All Star/Scholastic

Scholastic Game Day CC Scholastic - Game Day

100 (Crowd Leading = 50, Band Chand/Fight Song=50)

YES CC All Star/Scholastic

Scholastic Game Day Post-Secondary

CC Scholastic Game Day Post - Secondary

100 (Crowdleading = 30, Fight Song = 30, Timeout=40)

YES CC All Star/Scholastic

Performance Cheer CC - Dance 100 YES CC Performance Cheer Deductions

Specialty - Indy/Duo/Trio CC - Indy/Duo/Trio 50 (per judge) NO CC International

Specialty - Stunt CC - Stunt 50 (per judge) NO CC International

Documents

JUDGING METHODOLOGY 2019-2020 - Cheer Canada · 2019-10-26 · - Genres include Pom, Hip Hop and Jazz dance. - Based on the Comparative Scoring model with adjudication categories