PRIMARY STARSKATE FIGURE SKATING COURSE WELCOME! PRIMARY STARSKATE FIGURE SKATING COURSE

STARSKATE ACRONYM Skills Tests Achievement Recognition

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.

PHYSICAL PREPARATION Skaters are athletes! Help skater reach new technical limits Reduce injury Improve aesthetics Needed to complete program requirements

PHYSIOLOGICAL DEVELOPMENT Participative / Instructional Phase Transitional Phase Participative / Competitive Phase

WARM-UP Prepares body for exercise raises body temperature raises heart rate raises respiration increases circulation Mental focus Flexibility Reduces chances of injury

THREE STEPS TO A PROPER WARM-UP 1. Total body activity Four to five minutes 2. Stretching Ten minutes 3. Simulate sport specific skills

COOL-DOWN Improves recovery Four to five minutes Gradual slow down to resting heart rate and respiration Follow up with light stretching

FITNESS Endurance Strength Power Flexibility

PRELIMINARY SKATING SKILLS A - Waltzing Threes Control & extension in forward threes B - Waltzing Mohawks Power & agility C - Preliminary Circles Edge quality & balance

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

TEACHING PROGRESSIONS Forward before backward Stationary, then slow, then with speed Two feet…to one foot Straight line then curve Isolate arms and legs

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.

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

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

JUNIOR BRONZE CONT’D C – Change Threes thrusting swing roll/change of edge/3 turns mohawks crosscuts T-stops

STRUCTURED PRACTICE Small area practice Circular progressions turns, balance, edges straight line progressions Circular progressions Figure 8 progressions Lobe progressions Rules Right-of-way

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.

A BASIC LINE

A BASIC BLOCK

A BASIC CIRCLE

TWO BASIC WHEELS

A BASIC INTERSECTION

WHAT IS PAIR SKATING? Two individuals skating as one complete unit Unison & harmony – the essence of pair skating A unique discipline in figure skating

PAIR SAFETY Safety measures in place Spotting techniques Encourage helmets Jump harnesses

FREE SKATING PART 1 PART 2 Jumps Spins Connecting steps & footwork Stroking Programs

FACTORS AFFECTING JUMPING Body structure Body composition Jump technique Mental approach Strength

PARTS OF A JUMP

PREPARATION Body alignment Controlled & balanced position Sufficient speed

TAKE-OFF Height determined by take-off angle Distance determined by speed Rotation is initiated

TAKE-OFF

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

LANDING Slow and then stop rotation Absorb force of landing Toe pick touches first Body remains upright Free leg extended up and backwards

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

SPINS Body structure Flexibility Spin technique Balance Strength Practice

PARTS OF A SPIN

PREPARATION Controlled and balanced over the edge Speed is required for rotation Wind up for release upon entry

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

ENTRY Back Spin Step on spiraling FI edge Convert to FI three turn Skating knee then rises

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

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

CLASSIFICATION OF SPINS Number of feet Sense of rotation Spin entry Spinning position

OPEN STROKE 30º 30º

PERIMETER STROKING

CONNECTING STEPS Series of edges and turns Link skills together in a program Contribute to expression of the program

CONNECTING STEPS Edges Turns Small Jumps Three turns Mohawks Brackets Counters Rockers Dance Steps Small Jumps

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

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

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

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

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

DANCE TERMINOLOGY

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

DUTCH WALTZ

MUSIC TERMINOLOGY Beat Rhythm Tempo

INTERPRETATION AND STYLE Timing Expression Style Unison

TRACKING The relationship of one partner to the other Important because all dances are made up of a series of partial circles or lobes

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

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

CLOSED (WALTZ) POSITION

DANCE STROKING Develops Body Alignment Style Technique Lean and balance Endurance Power Rhythm Tracking

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

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

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

DANCE PATCH

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

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?

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?

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

THE STRUCTURE OF A PRACTICE Introduction Warm-Up Lesson Practice Cool Down Conclusion

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:

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.

SUMMATION OF JOINT FORCES All of the joints All of the muscles Maximum force A coach might say something like... ‘full range of motion’

CONTINUITY OF JOINT FORCES Order of recruiting joints Biggest to smallest A coach might refer to ‘Timing’

Basic Stance Head Torso Pelvis Arms Skating leg Skating foot Free leg Free foot

TURNING MECHANISMS Shoulders against hips Mid-section of the body Big toe-little toe Free leg action Shifting lean while turning

CONSIDERATIONS FOR MUSIC SELECTION The skater Age & maturity Weight & size Strength Movement/skating style Skating level Musicality Personality Preferences Goals

CONSIDERATIONS FOR MUSIC SELECTION The program Level Purpose The Music Do the selections belong together Scheme

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

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

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

ICE USAGE Strong versus weak areas of the ice Blocking/ Patterning Direction of travel Shapes Placement of technical content

LINES OF MOVEMENT

LINES OF MOVEMENT

LINES OF MOVEMENT

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

LEVELS IN SPACE Low Middle High Below hip level Between hip and shoulder level High Above shoulder level

TYPES OF MOVEMENT Gestural Postural Moves the extremities only Movement also involves the torso

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

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

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?

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

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

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

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

PRIMARY STARSKATE COACH EVALUATION Step 1 50 hours of coaching STARSkate Step 2 Video evaluation of three primary STARSkate lessons at a National standard

Good Luck in Your Future Coaching Career Good Luck in Your Future Coaching Career. Have a GREAT TIME Coaching STARSkate!!!