1 welcome! primary starskate figure skating course
TRANSCRIPT
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WELCOME!
PRIMARY STARSKATE FIGURE
SKATING COURSE
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SkillsTestsAchievementRecognition
STARSKATE ACRONYM
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GROUP TEACHING INSTARSKATE
It provides a transition for skaters from CanSkate to STARSkate and it minimizes costs & may keep some skaters involved longer. Group lessons are fun and social. Most young children are used to learning in a group format.
The use of circuits and stations will help keep the skaters moving, learning and progressing.Parents will not have to spend a lot of money for their skater to learn about the many different areas in STARSkate.
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PHYSICAL PREPARATION
Skaters are athletes!
Help skater reach new technical limits
Reduce injury
Improve aesthetics
Needed to complete program requirements
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PHYSIOLOGICAL DEVELOPMENT
Participative / Instructional Phase
Transitional Phase
Participative / Competitive Phase
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WARM-UPPrepares body for exercise
raises body temperatureraises heart rateraises respirationincreases circulation
Mental focusFlexibilityReduces chances of injury
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THREE STEPS TO A PROPER WARM-UP
1. Total body activity
Four to five minutes
2. Stretching
Ten minutes
3. Simulate sport specific skills
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COOL-DOWN
Improves recovery
Four to five minutes
Gradual slow down to resting heart rate and respiration
Follow up with light stretching
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FITNESS
Endurance
Strength
Power
Flexibility
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PRELIMINARY SKATING SKILLS
A - Waltzing ThreesControl & extension in forward threes
B - Waltzing MohawksPower & agility
C - Preliminary CirclesEdge quality & balance
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JUNIOR BRONZE SKATING SKILLS
A - Threes & Power MohawksControl of backward threes & power mohawks
B - Power CirclesStroking technique
C - Change ThreesEdge quality & balance
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TEACHING PROGRESSIONS
Forward before backward
Stationary, then slow, then with speed
Two feet…to one foot
Straight line then curve
Isolate arms and legs
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WHY ARE PRGRESSIONS IMPORTANT TO SKATING SKILLS?
They can teach segments of an exercise one piece at a time.
They can teach the basics of pushing, turning & edges.
They provide the opportunity to drill elements of an exercise which need additional practice.
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PRELIMINARY EXERCISES
A – Waltzing Threesthrusting and three turns
B – Waltzing Mohawksthrusting and mohawks
C – Preliminary Circlesthrusting gliding on a circlethree turns
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JUNIOR BRONZE EXERCISES
A – Threes and Power Mohawksthree turns in isolationthrusting forward & backwardpower mohawkslunges
B – Power Circles Ithrusting and gliding on a circle crosscutschoctawsT-stops
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JUNIOR BRONZE CONT’D
C – Change Threesthrustingswing roll/change of edge/3 turnsmohawkscrosscutsT-stops
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STRUCTURED PRACTICE
Small area practice turns, balance, edges straight line progressions
Circular progressions Figure 8 progressions Lobe progressions Rules Right-of-way
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WHAT IS SYNCHRONIZED SKATING?
A group of skaters performing various formations and maneuvers all at the same time.
Synchronized Skating in the 21st century focuses on quality skating, flow, speed and technique, as well as overall unison and presentation.
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A BASIC LINE
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A BASIC BLOCK
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A BASIC CIRCLE
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TWO BASIC WHEELS
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A BASIC INTERSECTION
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WHAT IS PAIR SKATING?
Two individuals skating as one complete unit
Unison & harmony – the essence of pair skating
A unique discipline in figure skating
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PAIR SAFETY
Safety measures in place
Spotting techniques
Encourage helmets
Jump harnesses
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FREE SKATING
PART 1JumpsSpins
PART 2Connecting steps & footworkStrokingPrograms
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FACTORS AFFECTING JUMPING
Body structure
Body composition
Jump technique
Mental approach
Strength
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PARTS OF A JUMP
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PREPARATION
Body alignment
Controlled & balanced position
Sufficient speed
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TAKE-OFF
Height determined by take-off angle
Distance determined by speed
Rotation is initiated
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TAKE-OFF
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FLIGHT
May or may not transfer weight to a back spin position
May adjust speed of rotation
Cannot initiate rotation
Cannot control height or distance
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LANDING
Slow and then stop rotation
Absorb force of landing
Toe pick touches first
Body remains upright
Free leg extended up and backwards
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JUMP CLASSIFICATION
Nature of the take-off
Take-off edge
Landing edge
Direction of travel on take-off
Nature of rotations
Number of rotations
Position in the air
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SPINS
Body structure
Flexibility
Spin technique
Balance
Strength
Practice
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PARTS OF A SPIN
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PREPARATION
Controlled and balanced over the edge
Speed is required for rotation
Wind up for release upon entry
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ENTRY
Converts energy from preparation into rotation
Forward spinStep onto spiraling FO edge
Convert to FO three turn
Free leg brought around
Skating knee then rises
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ENTRY
Back Spin
Step on spiraling FI edge
Convert to FI three turn
Skating knee then rises
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SPIN PROPER
Cannot gain any more rotation once in the spin proper
Speed of spin can be controlled
Skater must stabilize balance on blade
Skater must hold positions strongly
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EXIT
OptionsBO edge with free leg extended
FO edge on the spinning foot
Jump out of the spin
Salchow out of forward spins
Loop jump out of back spins
Toe pick stop
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CLASSIFICATION OF SPINS
Number of feet
Sense of rotation
Spin entry
Spinning position
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OPEN STROKE
30º
30º
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PERIMETER STROKING
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CONNECTING STEPS
Series of edges and turns
Link skills together in a program
Contribute to expression of the program
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CONNECTING STEPS
EdgesTurns
Three turnsMohawksBracketsCountersRockersDance Steps
Small Jumps
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SPIRAL
Position firmly held with head up & arms extended
ProgressionsPractice at boardsCoach assist with free leg positionSkate an arabesque Attempt while moving - position body First then gradually raise free leg
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SPREAD EAGLE
FI Spread EagleHold position at boardsPractice FO to FI change of edge
FO Spread EagleSimilar to FI Spread EagleHold position at boards - pushing hips forward & leaning backFO edge or swing roll entry
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INA BAUER
Inside or outside
Skater glides around circle and places free foot parallel to skating foot at rear
Back leg is on a BI edge
Forward leg may be FI or FO
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PIVOT
BO PivotBO edge with lean into circleFree leg reaches back until edge has spiraled
enough for free toe to touch iceFI Pivot
Practice pumping on a small circlePlace toe in ice and allow other foot to circle
out and around on a FI edge
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BODY ALIGNMENT
Upper body is more upright
Deeper bend in the knee & ankle
Arms extended naturally - half moon position is effective
Free leg extended fully
Strong lean on curves
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DANCE TERMINOLOGY
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Lobe Step or series of stepsOn one side of continuous axisCircular/semi-circularMay not cross long axis (midline)
TransitionChange of weight by/toChanging feet or changing edge or changing lobe or
turning
DANCE TERMINOLOGY
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DUTCH WALTZ
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MUSIC TERMINOLOGY
Beat
Rhythm
Tempo
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INTERPRETATION AND STYLE
Timing
Expression
Style
Unison
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TRACKING
The relationship of one partner to the other
Important because all dances are made up of a series of partial circles or lobes
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HAND-IN-HAND, KILIAN AND FOXTROT POSITIONS
Individual on outside of circle has farther to goNeeds a head start
Partner on inside of circle must drop back slightly
If the lobe changes, the partners switch roles
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CLOSED (WALTZ) POSITION
Skaters need to skate slightly off-set
The forward skater begins each new lobe on the outside
The partner skating forward is in charge of tracking at all times
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CLOSED (WALTZ) POSITION
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DANCE STROKING
DevelopsBody AlignmentStyleTechniqueLean and balanceEndurancePowerRhythmTracking
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Clockwise & counter-clockwise
Performed to music with a strong beat
Performed individually and/or with a partner
Performed in a variety of positions
DANCE STROKING
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PARALLEL STROKING
Skated similar to perimeter strokingSkated with a partnerFor proper tracking a crossing over section
is required at the ends of the rink so that each skater remains closest to one side of the rink
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RHYTHM CIRCLES
Skate progressives on circlesFour long strokesEight medium strokes16 long strokesrepeat
Perform both directions, forwards and backwards
Use a variety of holds
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DANCE PATCH
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PRIMARY DANCES
Preliminary Dance TestDutch WaltzCanasta TangoBaby BluesCreative Dance – July 2003
Junior Bronze Dance TestSwing DanceFiesta TangoWillow Waltz
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LOGISTICS
Date: Time:
Location:
Number of skaters in lesson:
Level skater/s are working on:
Phase of learning: (introduction/review)
Equipment or teaching aids required:
Explanation of how equipment is to be used:(Y/N)
Attached facility map: (Y/N)
Attached EAP: (Y/N)
Facility safety check: What will you check?
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Who are my skaters?What are the logistics of my practice?What do these skaters have to train?How am I going to deliver my practice?How will I organize my practice?What am I trying to accomplish?What are the safety risks and how should I prepare for them?
MY PRACTICE PLAN
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Who are my skaters?# of skaters in attendanceAge/maturity of skaters Skills and abilities of skaters Gaps in ability level among skatersInjuries to account forReasons why skaters are involved
What are the safety risks and how I should prepare for them?The nature of the activities the skaters will do and the conditions in which they will take placeWeatherArena & ice surfaceEquipment & teaching aidsHuman errorEmergency procedures to follow in case of an accident My
Practice Plan
What are the logistics of my practice?Facilities availableEquipment and teaching aids needed/availableLength of practice (time available)Time of day of the practiceNumber of practices per week/which days of the weekAvailability of PAs and their experience
What do skaters have to train in CanSkate?Motor abilitiesPhysical abilitiesTechnical abilities/skills
How am I going to deliver my practice?Key point to makeTeaching progressions to useTeaching methods I will useWhere I will position myselfWhat I will be watching forHow and when I will make coaching interventions
How will I organize my practice?Structure of practiceActivities chosenOrder of the activitiesTransition between activities to avoid wasting time
What am I trying to accomplish with my practice?What skaters need to improvePurpose of the practiceGroup goals and short-term objectivesGoals of coaching staff and PAsTime of the seasonLinks with previous practicesLinks with future practices
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THE STRUCTURE OF A PRACTICE
IntroductionWarm-UpLessonPracticeCool DownConclusion
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LESSON PLAN
Skater(s): Coach: __________________________Lesson type & format: __________________Learning phase: _____________
LESSON TOPIC: (Skills to be covered)
TEACHING POINT #1: __________________________________________________
Progressions: Instructions:
TEACHING POINT #2: __________________________________________________
Progressions: Instructions:
TEACHING POINT #3: __________________________________________________
Progressions: Instructions:
LESSON SUMMARY:
SELF-EVALUATION:
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BIOMECHANICS
A series of principles which describe the mechanical aspects of human movement and athletic performance.
The principles of biomechanics apply to every move we make.
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SUMMATION OF JOINT FORCES
All of the joints All of the musclesMaximum forceA coach might say something like... ‘full
range of motion’
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CONTINUITY OF JOINT FORCES
Order of recruiting joints
Biggest to smallest
A coach might refer to ‘Timing’
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Head
Torso
Pelvis
Arms
Skating leg
Skating foot
Free leg
Free foot
Basic Stance
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TURNING MECHANISMS
Shoulders against hipsMid-section of the bodyBig toe-little toeFree leg actionShifting lean while turning
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CONSIDERATIONS FOR MUSIC SELECTION
The skaterAge & maturityWeight & sizeStrengthMovement/skating styleSkating levelMusicalityPersonalityPreferencesGoals
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The programLevel Purpose
The MusicDo the selections belong togetherScheme
CONSIDERATIONS FOR MUSIC SELECTION
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THE MUSIC
Musically, the program should be able to stand on its own.
Are the pieces...The same keyBy the same composer or arrangerPerformed by the same person, orchestra
or group of the same style, ethnicity
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EDITS
When determining edits ask the following:Does each piece have a logical sounding beginning & end
Or will one piece flow naturally into the next
Does the program have a good beginning and end
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GOOD CHOREOGRAPHY
Highlights strengths
Conducive to technical success
Covers all of the ice
Includes all directions of travel
Uses levels in space
Incorporates postural and gestural movements
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ICE USAGE
Strong versus weak areas of the ice
Blocking/ PatterningDirection of travelShapesPlacement of technical content
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LINES OF MOVEMENT
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LINES OF MOVEMENT
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LINES OF MOVEMENT
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BLOCKING/PATTERNING
Strive for balance
Use all directions of travel
Use a variety of shapes
Place technical elements in a variety of locations on the ice
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LEVELS IN SPACE
Low Below hip level
MiddleBetween hip and shoulder level
HighAbove shoulder level
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TYPES OF MOVEMENT
GesturalMoves the extremities only
PosturalMovement also involves the torso
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EFFECTIVE OBSERVATION
Safety Awareness
Content of lesson is appropriate
Risk management
Effective explanations
Effective demonstrations
Effective feedback
Observe from more than one vantage point
Alter/amend progression to meet skaters’ needs
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Reinforce effort and performance
Ask questions for understanding
Positive outlook that creates an atmosphere of fun and learning
Respect skaters’ needs/thoughts.
Reinforce positive behaviors as well as correcting inappropriate behaviors
Appropriate explanation of error and explain “WHY”
Identify potential causes of errors and applies correction
EFFECTIVE OBSERVATION
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Detectable SignsWhat is observed?Detectable Signs
What is observed?
Observe PerformanceWhat Vantage point?
What Method?
Observe PerformanceWhat Vantage point?
What Method?
Outcome / Form of figure skating taskThe outcome should define when the skill or tactic is clearly achieved
or not achieved
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Skater engages in the task but the outcome is not achieved
Skater engages in the task and achieves the outcome or demonstrates form
Skater does not engage in task
IDENTIFY KEY PERFORMANCE FACTORS THAT DESCRIBE THE FLIP JUMP
Inconsistencies or inefficiency in movement or task - Little precision in the task
Consistent and efficient movements demonstrated in task – High degree of precision in task
Detectable SignsWhat is observed?Detectable Signs
What is observed?
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Outcome / Form of sport taskThe outcome should define when the skill of tactic is clearly achieved
or not achieved
Outcome / Form of sport taskThe outcome should define when the skill of tactic is clearly achieved
or not achieved
Detectable SignsWhat is observed?
Continuum of Effectiveness
Detectable SignsWhat is observed?
Continuum of Effectiveness
Observe PerformanceWhat Vantage point?
What Method?
Observe PerformanceWhat Vantage point?
What Method?
Analyze potential causes
Analyze potential causes
CAUSECAUSE GAPGAP
When does the gap between the observed performance and the intended outcome reach a point that makes a
coaching intervention necessary
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3. Affective C. Fear or Hesitation
D. Not motivated or not interested
4. Cognitive / Mental
E. Lack understanding or skater confused
F Too much information or information overload
H. Choice of Decision
G. Lack Concentration or poor arousal control
I. Task too Demanding or too easy5. Physical / Motor J. Lacks physical ability to complete task
B. Environmental factor – Ice conditions2. Environment
A. Equipment IssueFIT / TUNING1.Equipment
7. Technical L. Corrects Technical Factors
Skater engages in the task but the outcome is not achieved
Skater engages in the task and achieves the outcome
Continuum of EffectivenessKey Factors / Elements
Skater does not engage in task
Detectable SignsWhat is observed?Detectable Signs
What is observed?Analyze potential causesAnalyze potential causes
CAUSECAUSE GAPGAP
6. Tactical K. Corrects Tactical Factors
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Mod
ify /
Adj
ust
Dril
l or A
ctivi
ty
Adjust speed or timing or intensity
Repeat task/activity
Makes sport specific adjustments to equipment
Adjust progression
Adjust work to rest ratios, Load and or Intensity
Adjust task demands
Teac
hing
In
terv
entio
ns
Help or reassure
Explains or Ask Questions
Use Re-focusing or visualization strategies
Simplify - Use analogy or example
Demonstrate correct Technique
3. Affective C. Fear or Hesitation
D. Not motivated or not interested
4. Cognitive / Mental
E. Lack understanding or skater confused
F Too much information or information overload
H. Choice of Decision
G. Lack Concentration or poor arousal control
I. Task too Demanding or too easy5. Physical / Motor J. Lacks physical ability to complete task
B. Environmental factor – Ice conditions2. Environment
A. Equipment IssueFIT / TUNING1.Equipment
7. Technical
Analyze potential causesAnalyze potential causes
CAUSECAUSE GAPGAPSelect Corrective Measure Select Corrective Measure
6. Tactical K. Corrects Tactical Factors
L. Corrects Technical Factors
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PRIMARY STARSKATE COACH EVALUATION
Step 150 hours of coaching STARSkate
Step 2 Video evaluation of three primary STARSkate
lessons at a National standard
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Good Luck in Your Future Coaching Career. Have a
GREAT TIME Coaching STARSkate!!!