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PRIMARY STARSKATE FIGURE SKATING COURSE
WELCOME! PRIMARY STARSKATE FIGURE SKATING COURSE
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STARSKATE ACRONYM Skills Tests Achievement Recognition
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GROUP TEACHING IN STARSKATE
It provides a transition for skaters from CanSkate to STARSkate and it minimizes costs & may keep some skaters involved longer. Group lessons are fun and social. Most young children are used to learning in a group format. The use of circuits and stations will help keep the skaters moving, learning and progressing. Parents will not have to spend a lot of money for their skater to learn about the many different areas in STARSkate.
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PHYSICAL PREPARATION Skaters are athletes!
Help skater reach new technical limits Reduce injury Improve aesthetics Needed to complete program requirements
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PHYSIOLOGICAL DEVELOPMENT
Participative / Instructional Phase Transitional Phase Participative / Competitive Phase
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WARM-UP Prepares body for exercise raises body temperature
raises heart rate raises respiration increases circulation Mental focus Flexibility Reduces chances of injury
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THREE STEPS TO A PROPER WARM-UP
1. Total body activity Four to five minutes 2. Stretching Ten minutes 3. Simulate sport specific skills
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COOL-DOWN Improves recovery Four to five minutes
Gradual slow down to resting heart rate and respiration Follow up with light stretching
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FITNESS Endurance Strength Power Flexibility
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PRELIMINARY SKATING SKILLS
A - Waltzing Threes Control & extension in forward threes B - Waltzing Mohawks Power & agility C - Preliminary Circles Edge quality & balance
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JUNIOR BRONZE SKATING SKILLS
A - Threes & Power Mohawks Control of backward threes & power mohawks B - Power Circles Stroking technique C - Change Threes Edge quality & balance
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TEACHING PROGRESSIONS
Forward before backward Stationary, then slow, then with speed Two feet…to one foot Straight line then curve Isolate arms and legs
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WHY ARE PRGRESSIONS IMPORTANT TO SKATING SKILLS?
They can teach segments of an exercise one piece at a time. They can teach the basics of pushing, turning & edges. They provide the opportunity to drill elements of an exercise which need additional practice.
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PRELIMINARY EXERCISES
A – Waltzing Threes thrusting and three turns B – Waltzing Mohawks thrusting and mohawks C – Preliminary Circles thrusting gliding on a circle three turns
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JUNIOR BRONZE EXERCISES
A – Threes and Power Mohawks three turns in isolation thrusting forward & backward power mohawks lunges B – Power Circles I thrusting and gliding on a circle crosscuts choctaws T-stops
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JUNIOR BRONZE CONT’D C – Change Threes thrusting
swing roll/change of edge/3 turns mohawks crosscuts T-stops
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STRUCTURED PRACTICE Small area practice Circular progressions
turns, balance, edges straight line progressions Circular progressions Figure 8 progressions Lobe progressions Rules Right-of-way
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WHAT IS SYNCHRONIZED SKATING?
A group of skaters performing various formations and maneuvers all at the same time. Synchronized Skating in the 21st century focuses on quality skating, flow, speed and technique, as well as overall unison and presentation.
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A BASIC LINE
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A BASIC BLOCK
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A BASIC CIRCLE
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TWO BASIC WHEELS
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A BASIC INTERSECTION
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WHAT IS PAIR SKATING? Two individuals skating as one complete unit
Unison & harmony – the essence of pair skating A unique discipline in figure skating
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PAIR SAFETY Safety measures in place Spotting techniques
Encourage helmets Jump harnesses
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FREE SKATING PART 1 PART 2 Jumps Spins Connecting steps & footwork
Stroking Programs
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FACTORS AFFECTING JUMPING
Body structure Body composition Jump technique Mental approach Strength
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PARTS OF A JUMP
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PREPARATION Body alignment Controlled & balanced position
Sufficient speed
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TAKE-OFF Height determined by take-off angle
Distance determined by speed Rotation is initiated
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TAKE-OFF
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FLIGHT May or may not transfer weight to a back spin position
May adjust speed of rotation Cannot initiate rotation Cannot control height or distance
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LANDING Slow and then stop rotation Absorb force of landing
Toe pick touches first Body remains upright Free leg extended up and backwards
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JUMP CLASSIFICATION Nature of the take-off Take-off edge Landing edge
Direction of travel on take-off Nature of rotations Number of rotations Position in the air
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SPINS Body structure Flexibility Spin technique Balance Strength
Practice
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PARTS OF A SPIN
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PREPARATION Controlled and balanced over the edge
Speed is required for rotation Wind up for release upon entry
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ENTRY Converts energy from preparation into rotation Forward spin
Step onto spiraling FO edge Convert to FO three turn Free leg brought around Skating knee then rises
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ENTRY Back Spin Step on spiraling FI edge Convert to FI three turn
Skating knee then rises
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SPIN PROPER Cannot gain any more rotation once in the spin proper
Speed of spin can be controlled Skater must stabilize balance on blade Skater must hold positions strongly
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EXIT Options BO edge with free leg extended
FO edge on the spinning foot Jump out of the spin Salchow out of forward spins Loop jump out of back spins Toe pick stop
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CLASSIFICATION OF SPINS
Number of feet Sense of rotation Spin entry Spinning position
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OPEN STROKE 30º 30º
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PERIMETER STROKING
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CONNECTING STEPS Series of edges and turns
Link skills together in a program Contribute to expression of the program
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CONNECTING STEPS Edges Turns Small Jumps Three turns Mohawks Brackets
Counters Rockers Dance Steps Small Jumps
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SPIRAL Position firmly held with head up & arms extended Progressions
Practice at boards Coach assist with free leg position Skate an arabesque Attempt while moving - position body First then gradually raise free leg
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SPREAD EAGLE FI Spread Eagle FO Spread Eagle Hold position at boards
Practice FO to FI change of edge FO Spread Eagle Similar to FI Spread Eagle Hold position at boards - pushing hips forward & leaning back FO edge or swing roll entry
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INA BAUER Inside or outside
Skater glides around circle and places free foot parallel to skating foot at rear Back leg is on a BI edge Forward leg may be FI or FO
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PIVOT BO Pivot FI Pivot BO edge with lean into circle
Free leg reaches back until edge has spiraled enough for free toe to touch ice FI Pivot Practice pumping on a small circle Place toe in ice and allow other foot to circle out and around on a FI edge
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BODY ALIGNMENT Upper body is more upright
Deeper bend in the knee & ankle Arms extended naturally - half moon position is effective Free leg extended fully Strong lean on curves
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DANCE TERMINOLOGY
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DANCE TERMINOLOGY Lobe Transition Step or series of steps
On one side of continuous axis Circular/semi-circular May not cross long axis (midline) Transition Change of weight by/to Changing feet or changing edge or changing lobe or turning
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DUTCH WALTZ
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MUSIC TERMINOLOGY Beat Rhythm Tempo
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INTERPRETATION AND STYLE
Timing Expression Style Unison
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TRACKING The relationship of one partner to the other
Important because all dances are made up of a series of partial circles or lobes
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HAND-IN-HAND, KILIAN AND FOXTROT POSITIONS
Individual on outside of circle has farther to go Needs a head start Partner on inside of circle must drop back slightly If the lobe changes, the partners switch roles
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CLOSED (WALTZ) POSITION
Skaters need to skate slightly off-set The forward skater begins each new lobe on the outside The partner skating forward is in charge of tracking at all times
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CLOSED (WALTZ) POSITION
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DANCE STROKING Develops Body Alignment Style Technique
Lean and balance Endurance Power Rhythm Tracking
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DANCE STROKING Clockwise & counter-clockwise
Performed to music with a strong beat Performed individually and/or with a partner Performed in a variety of positions
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PARALLEL STROKING Skated similar to perimeter stroking
Skated with a partner For proper tracking a crossing over section is required at the ends of the rink so that each skater remains closest to one side of the rink
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RHYTHM CIRCLES Skate progressives on circles
Four long strokes Eight medium strokes 16 long strokes repeat Perform both directions, forwards and backwards Use a variety of holds
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DANCE PATCH
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PRIMARY DANCES Preliminary Dance Test Junior Bronze Dance Test
Dutch Waltz Canasta Tango Baby Blues Creative Dance – July 2003 Junior Bronze Dance Test Swing Dance Fiesta Tango Willow Waltz
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LOGISTICS Date: Time: Location: Number of skaters in lesson:
Location: Number of skaters in lesson: Level skater/s are working on: Phase of learning: (introduction/review) Equipment or teaching aids required: Explanation of how equipment is to be used: (Y/N) Attached facility map: (Y/N) Attached EAP: (Y/N) Facility safety check: What will you check?
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MY PRACTICE PLAN Who are my skaters?
What are the logistics of my practice? What do these skaters have to train? How am I going to deliver my practice? How will I organize my practice? What am I trying to accomplish? What are the safety risks and how should I prepare for them?
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My Practice Plan What are the logistics of my practice?
Facilities available Equipment and teaching aids needed/available Length of practice (time available) Time of day of the practice Number of practices per week/which days of the week Availability of PAs and their experience Who are my skaters? # of skaters in attendance Age/maturity of skaters Skills and abilities of skaters Gaps in ability level among skaters Injuries to account for Reasons why skaters are involved What are the safety risks and how I should prepare for them? The nature of the activities the skaters will do and the conditions in which they will take place Weather Arena & ice surface Equipment & teaching aids Human error Emergency procedures to follow in case of an accident My Practice Plan What do skaters have to train in CanSkate? Motor abilities Physical abilities Technical abilities/skills What am I trying to accomplish with my practice? What skaters need to improve Purpose of the practice Group goals and short-term objectives Goals of coaching staff and PAs Time of the season Links with previous practices Links with future practices How am I going to deliver my practice? Key point to make Teaching progressions to use Teaching methods I will use Where I will position myself What I will be watching for How and when I will make coaching interventions How will I organize my practice? Structure of practice Activities chosen Order of the activities Transition between activities to avoid wasting time
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THE STRUCTURE OF A PRACTICE
Introduction Warm-Up Lesson Practice Cool Down Conclusion
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LESSON PLAN Skater(s): Coach: __________________________ Lesson type & format: __________________Learning phase: _____________ LESSON TOPIC: (Skills to be covered) TEACHING POINT #1: __________________________________________________ Progressions: Instructions: TEACHING POINT #2: __________________________________________________ TEACHING POINT #3: __________________________________________________ LESSON SUMMARY: SELF-EVALUATION:
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BIOMECHANICS A series of principles which describe the mechanical aspects of human movement and athletic performance. The principles of biomechanics apply to every move we make.
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SUMMATION OF JOINT FORCES
All of the joints All of the muscles Maximum force A coach might say something like... ‘full range of motion’
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CONTINUITY OF JOINT FORCES
Order of recruiting joints Biggest to smallest A coach might refer to ‘Timing’
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Basic Stance Head Torso Pelvis Arms Skating leg Skating foot Free leg
Free foot
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TURNING MECHANISMS Shoulders against hips Mid-section of the body
Big toe-little toe Free leg action Shifting lean while turning
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CONSIDERATIONS FOR MUSIC SELECTION
The skater Age & maturity Weight & size Strength Movement/skating style Skating level Musicality Personality Preferences Goals
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CONSIDERATIONS FOR MUSIC SELECTION
The program Level Purpose The Music Do the selections belong together Scheme
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THE MUSIC Musically, the program should be able to stand on its own.
Are the pieces... The same key By the same composer or arranger Performed by the same person, orchestra or group of the same style, ethnicity
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EDITS When determining edits ask the following:
Does each piece have a logical sounding beginning & end Or will one piece flow naturally into the next Does the program have a good beginning and end
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GOOD CHOREOGRAPHY Highlights strengths Conducive to technical success
Covers all of the ice Includes all directions of travel Uses levels in space Incorporates postural and gestural movements
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ICE USAGE Strong versus weak areas of the ice Blocking/ Patterning
Direction of travel Shapes Placement of technical content
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LINES OF MOVEMENT
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LINES OF MOVEMENT
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LINES OF MOVEMENT
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BLOCKING/PATTERNING Strive for balance Use all directions of travel
Use a variety of shapes Place technical elements in a variety of locations on the ice
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LEVELS IN SPACE Low Middle High Below hip level
Between hip and shoulder level High Above shoulder level
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TYPES OF MOVEMENT Gestural Postural Moves the extremities only
Movement also involves the torso
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EFFECTIVE OBSERVATION
Safety Awareness Content of lesson is appropriate Risk management Effective explanations Effective demonstrations Effective feedback Observe from more than one vantage point Alter/amend progression to meet skaters’ needs
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EFFECTIVE OBSERVATION
Reinforce effort and performance Ask questions for understanding Positive outlook that creates an atmosphere of fun and learning Respect skaters’ needs/thoughts. Reinforce positive behaviors as well as correcting inappropriate behaviors Appropriate explanation of error and explain “WHY” Identify potential causes of errors and applies correction
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Outcome / Form of figure skating task
The outcome should define when the skill or tactic is clearly achieved or not achieved Observe Performance What Vantage point? What Method? Detectable Signs What is observed?
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Detectable Signs What is observed?
Skater does not engage in task Skater engages in the task but the outcome is not achieved Skater engages in the task and achieves the outcome or demonstrates form Inconsistencies or inefficiency in movement or task - Little precision in the task Consistent and efficient movements demonstrated in task – High degree of precision in task IDENTIFY KEY PERFORMANCE FACTORS THAT DESCRIBE THE FLIP JUMP
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Outcome / Form of sport task
The outcome should define when the skill of tactic is clearly achieved or not achieved Observe Performance What Vantage point? What Method? Detectable Signs What is observed? Continuum of Effectiveness Analyze potential causes CAUSE GAP When does the gap between the observed performance and the intended outcome reach a point that makes a coaching intervention necessary
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Analyze potential causes
Detectable Signs What is observed? Analyze potential causes CAUSE GAP Skater engages in the task but the outcome is not achieved Skater engages in the task and achieves the outcome Continuum of Effectiveness Key Factors / Elements Skater does not engage in task A. Equipment IssueFIT / TUNING 1.Equipment B. Environmental factor – Ice conditions 2. Environment 3. Affective C. Fear or Hesitation D. Not motivated or not interested 4. Cognitive / Mental E. Lack understanding or skater confused F Too much information or information overload H. Choice of Decision G. Lack Concentration or poor arousal control I. Task too Demanding or too easy 5. Physical / Motor J. Lacks physical ability to complete task 6. Tactical K. Corrects Tactical Factors 7. Technical L. Corrects Technical Factors
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Analyze potential causes
GAP Select Corrective Measure 3. Affective C. Fear or Hesitation D. Not motivated or not interested 4. Cognitive / Mental E. Lack understanding or skater confused F Too much information or information overload H. Choice of Decision G. Lack Concentration or poor arousal control I. Task too Demanding or too easy 5. Physical / Motor J. Lacks physical ability to complete task B. Environmental factor – Ice conditions 2. Environment A. Equipment Issue FIT / TUNING 1.Equipment 7. Technical Modify / Adjust Drill or Activity Adjust speed or timing or intensity Repeat task/activity Makes sport specific adjustments to equipment Adjust progression Adjust work to rest ratios, Load and or Intensity Adjust task demands Teaching Interventions Help or reassure Explains or Ask Questions Use Re-focusing or visualization strategies Simplify - Use analogy or example Demonstrate correct Technique 6. Tactical K. Corrects Tactical Factors L. Corrects Technical Factors
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PRIMARY STARSKATE COACH EVALUATION
Step 1 50 hours of coaching STARSkate Step 2 Video evaluation of three primary STARSkate lessons at a National standard
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Good Luck in Your Future Coaching Career
Good Luck in Your Future Coaching Career. Have a GREAT TIME Coaching STARSkate!!!
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