Terms used:
A-Frame Spin
A spin in which the skater’s body is bent forward at the waist so that the head is near the skating knee. The free leg is held near the supporting leg. The free leg and/or the supporting leg may or may not be held.
Act
The Canada Not-for-Profit Corporations Act S.C. 2009, c.23 including the regulations made pursuant to the Act, and any statute or regulations that may be substituted, as amended from time to time.
Articles
The original or restated articles of incorporation or articles of amendment, amalgamation, continuance, reorganization, arrangement, or revival of Skate Canada.
Axel
An edge jump with natural rotation that takes off from a forward outside edge; listed in the Scale of Values according to the number of rotations. Unlike other single jumps which are one rotation, a single Axel has one-and-a-half rotations.
Axel Jump
An edge jump with natural rotation that takes off from a forward outside edge; listed in the Scale of Values according to the number of rotations. Unlike other single jumps which are one rotation, a single Axel has one-and-a-half rotations.
Axis
Refers to the imaginary line(s) which divide(s) the ice surface (e.g. long axis, short axis).
Basic Position
Refers to the three basic spin positions – camel, sit and upright.
Basic Positions
Refers to the three basic spin positions – camel, sit and upright.
Beat
A note defining the regular recurring divisions of a piece of music.
Beats
A note defining the regular recurring divisions of a piece of music.
Board
The board of Directors of Skate Canada.
Bracket
A turn executed on one foot from an outside edge to an inside edge or an inside edge to an outside edge, with the exit curve continuing on the same lobe as the entry curve. The skater turns in the direction opposite to the curve.
Brackets
A turn executed on one foot from an outside edge to an inside edge or an inside edge to an outside edge, with the exit curve continuing on the same lobe as the entry curve. The skater turns in the direction opposite to the curve.
Camel Position
Singles and Pairs: A basic spin position with the free leg backwards with the knee higher than the hip level, however Layback and Biellmann are still considered as upright positions.
Ice Dance: Performed on one foot with skating leg straight or slightly bent and body bent forward and free leg extended or bent upward on a horizontal line or higher.
Camel Spin
A spin in which the skater remains in a spiral position while rotating. The free leg (including the knee and foot) must be held at hip level or higher.
Challenge
A championship that qualifies athletes toward and including, but not limited to, the Canadian Figure Skating Championships.
Change Foot Spin
A spin that has a change(s) of foot with a minimum of three revolutions on each foot.
Change Of Edge
The visible tracing of a skate on one foot that changes from one curve and edge to another curve and edge.
Chassé
A series of two edges (usually outside, inside) in which on the second edge the free foot is placed on the ice beside the skating foot, but not ahead of or behind it, and the free foot is lifted with the blade parallel to the ice.
Closed Hold
The partners are directly opposite each other. One partner faces forward while the other partner faces backward. The man's right hand is placed firmly on his partner's back at the shoulder blade with the elbow raised and the arm bent sufficiently to hold the lady close to him. The left hand of the lady is placed at/on the shoulder of the man so that her arm rests comfortably, elbow to elbow, on his upper arm. The left arm of the man and the right arm of the lady are extended comfortably at shoulder height. Their shoulders remain parallel.
Closed Mohawk
A mohawk in which the instep of the free foot is held at the heel of the skating foot until the free foot is placed on the ice behind the heel of the skating foot. Following the weight transfer, the immediate position of the new free foot is in front of the new skating foot (e.g. steps 11 and 12 of the Rocker Foxtrot).
Club
A not-for-profit organization that is operating for the general purpose of providing Skate Canada skating programs and is managed by a volunteer board of directors.
Clubs
A not-for-profit organization that is operating for the general purpose of providing Skate Canada skating programs and is managed by a volunteer board of directors.
Combination Spin
A combination spin has different definitions depending on the discipline as follows:
- Singles: A spin which includes a change of position. A combination spin must include a minimum of two different basic positions with two revolutions in each of these positions anywhere within the spin. To receive full value, a spin combination must include all three basic positions.
- Pairs: A pair spin which consists of at least one change of foot and one change of position of both partners. The pair spin combination must include a minimum of two different basic positions with two revolutions in each of these positions by both partners anywhere within the spin. To receive full value, a spin combination must include all three basic positions by both partners.
- Ice Dance: A dance spin which has a change of foot performed simultaneously by both partners.
- Synchronized Skating: The spin combination must include a minimum of two different basic positions (sit, camel, upright or any variation thereof) and only one change of foot. The change of foot and the change of position must occur at the same time by all skaters executing the spin.
Continuous Axis
An imaginary line running around the ice surface that serves as a basis for a dance pattern. Usually the continuous axis consists of two lines running parallel to the long axis of the ice surface, approximately halfway between the long axis and the perimeter of the rink. These lines are joined at each end of the ice surface by a semi-circle.
Counter
A turn executed on one foot from an outside edge to an outside edge or an inside edge to an inside edge, with the exit curve on a different lobe from the entry curve. The skater turns in the direction opposite to the entry curve (i.e. in the direction of the exit curve).
Counter Rotation
In the air, the body rotates in the direction opposite to the way it does on the take-off edge.
Cross Roll
A roll started with the action of the free foot approaching the skating foot from the side so as to strike the ice almost at right-angles to the skating foot, started forward with the feet crossed in front or backward with the feet crossed behind. The impetus is gained from the outside edge of the skating foot as it becomes the new skating foot. In this case, the change of lean to the curve in the opposite direction creates a rolling movement.
Crosscut
A step or sequence of steps (push + cross) in which the free foot crosses the skating foot completely before it is placed on the ice.
Crossover
A step or sequence of steps (push + cross) in which the free foot crosses the skating foot completely before it is placed on the ice.
Cumulative Points Calculation
The Cumulative Points Calculation Judging System is a method for the calculation of results in the sport of figure skating. This system is based on the principle that a performance can be divided into elements (of difficulty) and program components, each of which can be evaluated individually. The total of the marks for all of the elements and components forms the score for each skater or team in a competition. The highest scoring skater, couple or team is declared the winner. The second highest places second and so on.
Dance Pattern
The pattern of any dance is the design of the dance on the ice. The diagram of a pattern dance includes all the information needed to execute one complete pattern (sequence) of the dance.
Director
An individual elected or appointed to serve on the Board pursuant to this Bylaw.
Edge
May refer either to part of the skate blade, or the visible tracing of a skate blade on one foot that is on one curve. An edge may be either inside (towards the body) or outside (away from the body), and forward or backward, for a total for four different edges.
Edges
May refer either to part of the skate blade, or the visible tracing of a skate blade on one foot that is on one curve. An edge may be either inside (towards the body) or outside (away from the body), and forward or backward, for a total for four different edges.
Evaluators
An individual sixteen years of age or older who is responsible for evaluating assessments in the STAR 6-Gold structure. Evaluators are qualified to assess in one or more disciplines.
Event
The name given to a group of skaters entered in a category. There may be one event per category or several events per category depending on the number of total entries. Each event is independent of the other events within the category.
Events
The name given to a group of skaters entered in a category. There may be one event per category or several events per category depending on the number of total entries. Each event is independent of the other events within the category.
Fall
Defined as a loss of control by a skater with the result that the majority of his/her own body weight is on the ice being supported by any other part of the body other than the blades. e.g. hand(s), knee(s), back, buttock(s) or any part of the arm.
Features
Technical content that increases the difficulty of an element which may become part of the difficulty group of an element. Features such as pivoting, traveling, body movements, etc. are determined annually and published in a Skate Canada and ISU Communication.
Flip Jump
A toe jump with natural rotation that takes off from a backward inside edge; listed in the Scale of Values according to the number of revolutions.
Flying Spin
Novice and lower and STAR:
- Spins that enter with a jump and land in a spinning position. The spin may have a change of foot or a change of position or both.
ISU definitions for Junior and Senior:
- A spin with a flying entrance with no change of foot or position. The name of the flying spin corresponds to its landing position. This definition is specific to junior and senior short programs.
Spin with a flying entrance:
- This is the ISU definition for all flying spins that are not ‘flying spins’ as defined above.
Hand-in-hand Hold
Facing in same direction – The partners face in the same direction and are skating side by side or one behind the other with their arms extended and their hands clasped. A variation of this is the arm-in-arm side by side hold.
Facing in opposite directions – The partners usually face each other while one skates backward and the other skates forward with the arms extended to the side but sometimes the hold can be skated back to back (e.g. steps 22-25 in the Cha Cha Congelado).
Highlighting
A term used in synchronized skating when one skater performs a movement that is away from and in contrast with the rest of the team.
Ina Bauer
A two-footed movement in which the skater travels along the ice with one foot on a forward edge/tracing and the other on a matching backward edge on a different but parallel edge/tracing.
International Skating Union
The International Skating Union (ISU) is the exclusive international sport federation recognized by the International Olympic Committee administering the sports of Figure Skating and Speed Skating throughout the world. The ISU is composed of a number of national associations called ISU Members that administer ISU sports at the national level and recognize that all international matters are under the sole jurisdiction and control of the ISU.
Interruption
The period of time starting immediately when the competitor stops performing the program or is ordered to do so by the referee, whichever is earlier, and ending when the competitor resumes the performance.
Introductory Steps
In Ice Dance, optional steps performed prior to the first step of a pattern dance.
Judge
An individual sixteen years of age or older who has been trained and appointed to officiate at or below a specified level of competition in one or more of singles, pairs, ice dance or synchronized skating.
Judges
An individual sixteen years of age or older who has been trained and appointed to officiate at or below a specified level of competition in one or more of singles, pairs, ice dance or synchronized skating.
Jump Combination
Singles and Pairs: Two or more jumps in which the landing foot of the first jump is the take-off foot of the next jump and so on. There is no change of foot or turn between the jumps, although the toe may be used to assist the take-off. One full revolution on the ice between the jumps (free foot can touch the ice, but no weight transfer) keeps the element within the definition of a jump combination.
Synchronized Skating: Any number of jumps of at least one revolution that may be linked with turns, steps or with a slight touch down.
Jump Combinations
Singles and Pairs: Two or more jumps in which the landing foot of the first jump is the take-off foot of the next jump and so on. There is no change of foot or turn between the jumps, although the toe may be used to assist the take-off. One full revolution on the ice between the jumps (free foot can touch the ice, but no weight transfer) keeps the element within the definition of a jump combination.
Synchronized Skating: Any number of jumps of at least one revolution that may be linked with turns, steps or with a slight touch down.
Jump Elements
An individual jump, a jump combination or a jump sequence.
Jump Sequence
Singles and Pairs: Two jumps of any number of revolutions, beginning with a listed jump immediately followed by an axel-type jump with a direct step from the landing curve of the first jump to the take-off curve of the axel jump.
Synchronized Skating: Consists of any number of jumps of any number of revolutions that may be linked with small hops and dance jumps, immediately following each other while maintaining the jump rhythm (knee); there can be no crossovers or stroking between jumps during the sequence.
Kilian Hold
The partners face in the same direction with the lady to the right of the man and his right shoulder behind her left. The left arm of the lady is extended across the front of the man's body to hold his left hand. His right arm crosses behind the lady's back to clasp her right hand. Both right hands rest over her hip bone.
Listed Jump
A jump that is included in the Scale of Values.
Lobe
A curve that is representative of a part of a circle. In ice dance, a lobe is any sequence of steps on one side of the continuous axis that is approximately semi-circular in shape.
Lobes
A curve that is representative of a part of a circle. In ice dance, a lobe is any sequence of steps on one side of the continuous axis that is approximately semi-circular in shape.
Loop
A one-foot movement where the skater skates an oval pattern using the same edge. The entry and exit of the loop must cross. The loop must be clean cut without scrapes or points.
Loop Jump
An edge jump with natural rotation that takes off from a backward outside edge; listed in the Scale of Values according to the number of revolutions.
Lutz
A toe jump with counter rotation that takes off from a backward outside edge; listed in the Scale of Values according to the number of revolutions.
Lutz Jump
A toe jump with counter rotation that takes off from a backward outside edge; listed in the Scale of Values according to the number of revolutions.
Measure
A unit of music which is defined by the periodic recurrence of the accent. Such units are of equal number of beats.
Measures
A unit of music which is defined by the periodic recurrence of the accent. Such units are of equal number of beats.
Meetings
Annual Meetings and/or Special Meetings.
Member
Each person that meets the requirements of any of the three Member classes as defined in Article 3 hereof [of the bylaws] and that has been duly admitted as a member of Skate Canada.
Members
Each person that meets the requirements of any of the three Member classes as defined in Article 3 hereof [of the bylaws] and that has been duly admitted as a member of Skate Canada.
Mohawk
A turn from one foot to the other in which the entry and exit curves are continuous and of equal depth. The change of foot is from an outside edge to an outside edge or from and inside edge to an inside edge.
Mohawks
A turn from one foot to the other in which the entry and exit curves are continuous and of equal depth. The change of foot is from an outside edge to an outside edge or from and inside edge to an inside edge.
Non-listed Jumps
A jump that is not listed in the Scale of Values; does not count as a jump element.
Open Mohawk
A mohawk in which the heel of the free foot is placed on the ice at the inner side of the skating foot, the angle between the two feet being optional. Following the weight transfer, the immediate position of the new free foot is behind the heel of the new skating foot (e.g. the man's steps 8 and 9 and the lady's steps 12 and 13 in the Fourteenstep).
Pivot
A two-footed movement in which the toe picks of one foot are inserted into the ice by a skater as a central pivoting point while the other foot travels in a circular pattern around the pivot point.
Pivoting
A two-footed movement in which the toe picks of one foot are inserted into the ice by a skater as a central pivoting point while the other foot travels in a circular pattern around the pivot point.
Program Component
The mark given by a judge to assess the different aspects of a skater’s performance. There are five PCs: Skating Skills, Transitions, Performance, Composition, and Interpretation. The Program Components marking range is from 0.25 to 10.0.
Program Components
The mark given by a judge to assess the different aspects of a skater’s performance. There are five PCs: Skating Skills, Transitions, Performance, Composition, and Interpretation. The Program Components marking range is from 0.25 to 10.0.
Progressive
A step or sequence of steps in which the free foot passes the skating foot before is it placed on the ice, thereby bringing the new free foot off the ice trailing the new skating foot.
Progressives
A step or sequence of steps in which the free foot passes the skating foot before is it placed on the ice, thereby bringing the new free foot off the ice trailing the new skating foot.
Reverse Kilian Hold
This position is similar to the Kilian position but with the lady at the man's left.
Rhythm
The regularly repeated pattern of accented and unaccented beats which gives the music its character.
Roll
A short or long, forward or backward edge skated on a curve.
Run
A step or sequence of steps in which the free foot passes the skating foot before is it placed on the ice, thereby bringing the new free foot off the ice trailing the new skating foot.
Salchow
An edge jump with natural rotation that takes off from a backward inside edge; listed in the Scale of Values according to the number of rotations.
Section
An organization incorporated or organized in a particular province or territory (and in some cases, a combination thereof) strategically aligned with Skate Canada, that may receive funds from provincial or territorial Governmental Authorities and be subject to applicable sport recognition programs and transfer payment arrangements. Each Section is held to the governance and operating requirements of their respective province and / or territory(ies) and is responsible for skating in their respective jurisdictions.
Segment
The name given to a portion of an event. Some categories have two segments (e.g., short program and free program) and some categories have only one segment.
Sequence
The set order of the prescribed steps that compose one pattern of a Pattern Dance.
Sequences
The set order of the prescribed steps that compose one pattern of a Pattern Dance.
Shadow Dance
The term used when a skater skates the full pattern of the dance with another skater, coach or program assistant using a “shadow” formation. The partners face in the same direction and are skating side by side with no more than one arm’s length distance between them.
Shoot The Duck
The skater is in a low position, where the supporting leg is bent to at least ninety degrees (parallel to the ice) and the free leg is not resting on the ice surface. The skater’s torso may be upright, bent forward. The free leg may be straight or bent and may be held to the front or to the side. The move is skated on an edge and on one foot.
Short Axis
A straight line that divides the ice surface into two halves crosswise (midline). On an ice surface that is 100’ x 85’, the short axis runs the width of the 85’ side through the middle of the ice.
Sit Position
Singles and Pairs: A basic spin position with the upper part of the skating leg at least parallel to the ice.
Ice Dance: A basic spin position performed on one foot with skating leg bent in a one-legged crouch position and free leg forward, to the side or back.
Sit Spin
A spin in which the skater remains in a sit position while rotating. The supporting leg must be bent at least to a ninety-degree angle. The thigh of the skating foot must be parallel to the ice surface.
Solo Dance
The term used when a skater skates the full pattern of a dance alone.
Spin
An element where the skater rapidly revolves, centred on a single point on the ice, while holding one or more body positions. In singles and pairs, a spin must have at least three revolutions to be considered a spin. The minimum number of revolutions in a position is two without interruption.
Spins
An element where the skater rapidly revolves, centred on a single point on the ice, while holding one or more body positions. In singles and pairs, a spin must have at least three revolutions to be considered a spin. The minimum number of revolutions in a position is two without interruption.
Spiral
A gliding position executed on one foot with free leg extended (including knee and foot) above hip level.
Spiral Sequence
A collection of at least two spirals executed on different feet. The spirals must not be separated by other elements such as jumps or spins. Some categories have requirements for the number of steps between the spirals, supported/unsupported and/or skating direction of the spirals.
Spirals
A gliding position executed on one foot with free leg extended (including knee and foot) above hip level.
Spread Eagle
A curving, two-footed movement in which the skater skates with one foot on a forward edge and the other on a matching backward edge on the same curve (eg. outside and outside).
Step
The visible tracing on the ice that is executed on one foot. A step is counted each time there is a change of foot.
Steps
The visible tracing on the ice that is executed on one foot. A step is counted each time there is a change of foot.
Style
Characteristics of levels of step sequences in ice dance.
Styles
Characteristics of levels of step sequences in ice dance.
Swing Roll
A roll held for several beats of music during which, when skating backward, the free leg lifts and then first swings forward, then backward past the skating foot, then back beside to skate the next step. When skating forward, the free leg first swings backward, then forward and then back beside to skate the next step. The swing of the leg gives the sense of a rolling movement.
Technical Specialist
An individual sixteen years of age or older who identifies elements and levels of difficulty of elements in competition. The technical specialist also identifies falls and illegal elements. Technical specialists are qualified to act on panels at or below a specified level of competition in one or more of singles, pairs, ice dance or synchronized skating.
Tempo
The speed of the music in beats or measures per minute.
Toe Loop
A toe jump with natural rotation that takes off from a backward outside edge; listed in the Scale of Values according to the number of rotations.
Tracking
The spatial relationship of two skaters moving together on a curve or a straight line. The tracings left on the ice represent each skater’s tracking pattern.
Transition
A term used to describe sections of the program that occur within elements, during entrances and exits of elements and as connecting elements and executed in-between the required/optional elements.
Transitions
A term used to describe sections of the program that occur within elements, during entrances and exits of elements and as connecting elements and executed in-between the required/optional elements.
Turn
A rotational movement in which the skater moves from forward to backward or backward to forward using one foot and on an edge and axis (e.g. Three-turn, Bracket). In a two-foot turn the rotational movement from forward to backward or backward to forward is from one foot to the other foot (e.g. Mohawk, Choctaw).
Turns
A rotational movement in which the skater moves from forward to backward or backward to forward using one foot and on an edge and axis (e.g. Three-turn, Bracket). In a two-foot turn the rotational movement from forward to backward or backward to forward is from one foot to the other foot (e.g. Mohawk, Choctaw).
Twizzles
A traveling turn on one foot with one or more rotations which is quickly rotated with a continuous, uninterrupted action. The weight remains on the skating foot with the free foot in any position during the turn then placed beside the skating foot to skate the next step.
Upright Position
Singles and Pairs: Any spin position with the skating leg extended or slightly bent which is not a camel position.
Ice Dance: A basic spin position performed on one foot with skating leg straight or slightly bent and upper body upright (on a nearly vertical axis), arched back or bent to side.
Upright Spin
The skater is spinning in an upright position, a minimum of three revolutions. The arms and free foot may be held in a variety of positions.
Upright Spins
The skater is spinning in an upright position, a minimum of three revolutions. The arms and free foot may be held in a variety of positions.
Waltz Jump
An edge jump with natural rotation taken off from a forward outside edge. This jump is one half a rotation and is included as a listed jump in the Skate Canada Scale of Values but is not included in the ISU Scale of Values.
STAR 1-5 Video Resource Library
The STAR 1-5 Video Resource library is now available here - STAR 1-5 Video Library
Please note: Some images in the Toolkit are currently unavailable and will be uploaded within the next few weeks.
Introduction
STAR 1 to 5 offers a solid development pathway for skaters who are entering a figure skating program for the first time. The complete STAR 1-5 Resource Tool Kit will offer coaches and clubs information to help deliver their program in a fun, enjoyable and challenging format.
This stage of development (Learn to Train), as described in our Skate Canada Long Term Athlete Development (LTAD) document, states:
In the Learn to Train stage skaters are encouraged to acquire a skill set that will allow them to reach the highest level of proficiency that their unique talent and commitment will allow. It is defined by technical development rather than chronological age. There is a free skating bias at this stage as skills learned in freeskating will transfer easily to the other disciplines.
Technical development is the defining characteristic of this stage. All other development supports and accommodates technical development. Aptitude in other areas such as performance and mental training skills may be identified and should be introduced but should not replace skill acquisition. The volume of training in the Learn to Train stage may not be any greater than others but the range of skill acquired and personal growth attained is substantial.
General Objectives
- To increase the commitment level of athletes to our sport as demonstrated through increased yet effective training time
- To develop the language and rules of figure skating
- To develop the ability to practice/train in different ways (i.e. private and group lessons, as well as independently)
- To develop and consolidate basic sport specific skills while continuing to develop motor skills
(agility, balance, coordination, rhythm, time/space orientation, speed, dexterity) and control
of movement
- To acquire and demonstrate a good understanding of the mechanics of jumping and spinning
- To develop some understanding of artistic training, under the umbrella of technical training. Artistic knowledge is relative to the technical proficiency and age of skaters
- To introduce conditioning, off-ice technical jumping skills and fundamental mental skills including concentration, self-motivation, visualization, relaxation, positive self-talk and goal setting
- To create awareness and enthusiasm for the various testing and event opportunities available to athletes in Learn to Train
- Introduce ancillary capacities (warm-up, hydration, cool-down, stretching, etc.)
STAR 1-5 Program
The STAR 1-5 program will introduce skaters to the sport of figure skating and its disciplines:
- Freeskate, Skills, Dance and Synchronized Skating (optional)
All coaches teaching skaters at the STAR 1-5 level of development must be trained on the contents of this program.
As explained in the LTAD Philosophies, the importance of strong technical development is critical at this stage.
The STAR 1-5 Resource Tool Kit is designed to give coaches the tools and information to ensure programming and delivery formats cover the crucial areas necessary to build strong foundations for all skaters.
STAR 1-5 Philosophies
Golden Age of Learning
Section 1 – page 9 of the LTAD Model explains the “Windows of Trainability” athletes go through as they mature. In order to maximize the skater’s potential, coaches should be familiar with each of these windows. The Learn to Train stage generally hits two of these windows: Skill development (ages 8-12) and Flexibility (ages 6-10). The importance of training proper technique during this “golden age of learning” is paramount for optimum skill development. To take advantage of the flexibility window, coaches are encouraged to offer off-ice programming and promote the participation of other sports during this phase.
Remove Barriers for Progression
During this “golden age of learning” it is imperative that skaters are encouraged to move through the assessments at their own rate. Coaches and skaters no longer have to wait for test days or adjust their training plans to accommodate dates for testing as coaches will be assessing this program. Coaches can spend time on training, development and skill acquisition and assess the skaters when ready. For many clubs this will open up huge opportunities for growth and progression as acquiring officials on a regular basis is a difficult task (due to availability) and can be very costly in remote areas.
Strong Focus on Quality Basics
The STAR 1-5 program is designed to encourage skaters and coaches to strive for the highest quality of skill execution and acquisition. A strong foundation at this level will enable skaters to progress more quickly in the higher levels of figure skating and be ready for the next level of skills. This philosophy is reinforced by encouraging skaters to achieve the “Pass with Honours” designation on their assessments, as well as achieving “Gold” status on their performances at events.
Introduce More Complex Skills Earlier to Allow for a Better Foundation for Development
As in CanSkate, many skills in the STAR 1-5 program will be introduced early to allow coaches to work with skaters on developing these skills over time. Many skills in skating are complex. Introducing these skills early will enable coaches to hone and develop the skaters’ technique over time. This will allow the skaters to have sufficient practice of the skill before it is required in our sport. Be mindful that many of these skills are not expected to be performed at an advanced level, but rather at a level that is in development. It is critical that coaches are aware of each standard of the skills as they progress through the STAR program.
Create a Better Bridge from CanSkate to Figure Skating
The entry level of STAR 1 is designed to meet the exit level of Stage 6 in CanSkate. It is imperative that all skaters beginning STAR 1 have the skills of Stages 5 and 6 in CanSkate. STAR 1 Skills and STAR 1 Freeskate are designed to be achieved within three to nine months of exiting CanSkate. The remainder of the STAR 1-5 program is designed to assist the skater’s development in a progressive manner. Skaters may move through the STAR program at their own pace per discipline. For example: A skater may be working on STAR 3 Skills, STAR 1 Dance and STAR 2 Freeskate.
|
Why Coach Assessed Tests? Assessment in the STAR 1 -5 program will be performed by the coach who is teaching the skater the discipline that is being assessed. There are many reasons why coaches will be assessing their skaters: - Clears the pathway for development by removing time and logistic barriers. Skaters will have access to assessment opportunities as they are ready and their development progresses. Without the demands of readiness following a pre-set test day calendar, the skaters are free to move through the program at their own rate without obstacles. STAR 1-4 assessments are designed to be available to the skaters on their regular session and during their normal time slot, thus allowing the assessments to be convenient and free of additional ice or travel costs. - Opens up equal opportunity to all skaters regardless of location in Canada. Being able to use the club coach to perform assessments enables all skaters in every region of Canada to have the opportunity to be assessed when ready. This eliminates the geographical advantage or disadvantage due toavailability of officials. During the “Learn to Train” stage of development, the ability to move through the program when ready is a critical component of maximizing skill progression in this “golden age of learning”. - Allows coaches to be 100% accountable for skater development. Coaches will have total command over skater development from CanSkate to double jumps. This opportunity is advantageous in ensuring skater development quality is consistently monitored, nurtured and encouraged. - Costs to the skater is reduced. The STAR 1-4 assessments can be taken at any time during the year on the session they are skating. STAR 5 assessments for the pattern dances and freeskate programs, must be skated on clear ice. This can be done on a session that has been cleared (Freeskate program or dance pattern), or can be scheduled on a separate session. |
|
For the level: - Every skater will go through early, moderate and advanced stages of development for each skill and area of technique. The STAR 1-5 program allows skaters to be rewarded for being on the pathway of development at each stage. A STAR 1 skater will be at the early stages of development in all areas, therefore the assessment standards will reflect an “early stage” performance. The new assessment standards will reflect a satisfactory or good performance “for the level” regardless of the stage of development. |
|
Coaches will be given more information on assessments in the STAR 1-5 Assessor Training and STAR 1-5 Assessment Guide.
|
STAR 1- 5 Content Format
|
Colour Coded: Each discipline has been assigned a colour to assist in easy recognition of documents and reference. Skills = Green Freeskate = Purple Dance = Blue |
|
|
SKILLS |
FREESKATE |
DANCE |
|
|
STAR 1 |
Edges, Turns, Field Move, Stroking |
Elements |
STAR 1: Elements |
|
|
STAR 2 |
Edges, Turns |
Elements |
Program: STAR 2 Event requirements |
STAR 2a: Dutch Waltz STAR 2b: Canasta Tango |
|
STAR 3 |
Field Move, Stroking |
Elements |
Program: STAR 3 Event requirements |
STAR 3a: Baby Blues STAR 3b: Elements |
|
STAR 4 |
Edges, Turns |
Elements
|
Program: STAR 4 Event requirements |
STAR 4a: Swing Dance STAR 4b: Fiesta Tango
|
|
STAR 5 |
Field Move, Stroking |
Elements |
Program: STAR 5 event requirements |
STAR 5a: Willow Waltz STAR 5b: Elements |
|
5 assessments |
5 assessments |
4 assessments |
9 assessments |
|
|
Total of 23 assessments (spanning LEARN TO TRAIN: Stage 6 to double jumps) |
||||
In all areas of development, skaters will be introduced to simple and then more difficult concepts throughout their progression. Many elements will be repeated to allow coaches to introduce technique, develop the technique and finally master the technique needed for solid development.
The next chart shows a list of all skating elements that are included in the STAR 1-5 Assessment pathway
|
Overview STAR 1-5 Test Content |
||||
|
|
SKILLS |
FREESKATE |
DANCE |
|
|
|
Elements |
Elements |
Program |
Elements/Pattern Dance |
|
STAR 1 |
Fwd edges Fwd 3-turns FI-MoH turn sequence STAR 1 stroking (basic) Fwd spiral circles Choice of Field Move: (Fwd 1 ft sit glide, inside spread eagle or Ina Bauer) |
Waltz jump Single salchow Single toe loop Fwd upright spin Bwd upright spin |
No program |
Fwd progressives Fwd chasses Fwd swing rolls Fwd slide chasses Fwd outside cross rolls |
|
STAR 2 |
Bwd edges Bwd 3 turns Fwd circle on circle 2ft to 1 foot multi turns FO turn sequence |
Single salchow Single loop Single flip Waltz/toe loop combo Fwd sit spin Change foot upright spin Fwd camel spin |
STAR 2 Program |
STAR 2a: Dutch Waltz STAR 2b: Canasta Tango |
|
STAR 3 |
STAR 3 stroking (power) Fwd spiral circles Choice of Field Move: (Bwd 1 ft sit glide, spread eagle, Y-spiral or Ina Bauer) |
Single flip Single lutz Single loop/loop combination Bwd upright spin Bwd sit spin Fwd camel/sit spin |
STAR 3 Program |
STAR 3a: Baby Blues STAR 3b: Bwd progressives Bwd chasses Bwd swing rolls Fwd inside open mohawk x-roll/x-behind Fwd 3-turn/BO edge |
|
STAR 4 |
Fwd brackets Bwd brackets Fwd double threes Bwd circle on circle Fwd change of edge |
Single lutz jump Single axel Single flip/toe loop combo Single loop/loop combo Bwd camel spin Change foot sit spin Flying camel or sit spin Fwd combination spin (change of foot optional) |
STAR 4 Program *MUST attempt axel |
STAR 4a: Swing Dance STAR 4b: Fiesta Tango
|
|
STAR 5 |
STAR 5 Stroking 1 (quick edges) STAR 5 Stroking 2 (bwd slalom)
Spiral Sequence |
Single axel Any double jump (2S – 2Lz) Single lutz/Toe Loop combo Spin in 1 position with any variation Sit or camel spin (entry optional) Combination spin (change of foot optional) |
STAR 5 Program *MUST land axel at < or better |
STAR 5a: Willow Waltz (M & F) STAR 5b: LFO open Mohawk Double knee bend Fwd progressive/swing roll Bwd progressive/swing roll Tenfox progressive LFO x-behind chasse Bwd rolls Fwd x-roll/3-turn Fwd x-rolls |
Main Focus of Each Discipline
Skills
The main focus in the STAR 1-5 Skills discipline will be the development of edge and turn technique using “figure form”. (Image to come)
- Narrow Stance
- Arms close to the body
- Free foot held close to skating leg
- Highlights balance point on blade
- Requires solid control fro balance, flow (strong core)
- focus on edge quality vs. presentation
Stroking exercises will also be introduced to enhance power and rhythm. Skaters will also be introduced to a variety of field moves to help develop balance, flexibility and strength.
Dance
The dance development at this level will focus on the execution and comprehension of dance technique with skaters learning the dance steps before the dance patterns. Skaters will be encouraged to master timing and pattern execution before introducing partnering technique by using “shadowing” for their assessments.
Shadow Dance
Shadow dance is the term used when a skater skates the full pattern of the dance with another skater, coach or PA using a “shadow” formation.
Freeskate
STAR 1-5 freeskate development will concentrate on jump and spin technique, along with the development of programs using program components as the focus.
The assessment criteria will follow the same guidelines as the criteria used in events at the STAR 1-5 level and higher to bring awareness to technical requirements of our sport.
Example: Basic Spin Position Definitions
Terms & Definitions
Throughout this resource different terminology will be used to describe the various strategies and techniques coaches and clubs may use to deliver this program. Below is a list of terms or definitions that may appear throughout the STAR 1-5 program.
|
STAR 1-5 Terms or Short Forms |
|||
|
General |
|||
|
Definition |
Short Form |
Definition |
Short Form |
|
Right Foot |
R |
Outside Edge |
O |
|
Left Foot |
L |
Inside Edge |
I |
|
Forward direction |
F |
Backward direction |
B |
|
Examples: RFO = Right forward outside edge, LBI = Left backward inside edge |
|||
|
Clockwise |
CW |
Counter-clockwise |
CCW |
|
|
|||
|
DANSE |
|||
|
Progressive |
Pr |
Chassé |
Ch |
|
Slide Chasse |
SlCh |
Swing roll |
SwR |
|
Open Mohawk |
OpMo |
Closed Mohawk |
ClMo |
|
Cross |
X |
|
|
|
|
|||
|
FREESKATE
|
|||
|
Jumps |
|
Spins |
|
|
Waltz Jump |
W |
Forward Upright Spin |
USp |
|
Toe Loop |
T |
Backward Upright Spin |
BUSp |
|
Salchow |
S |
Sit Spin |
SSp |
|
Loop |
Lo |
Camel Spin |
CSp |
|
Flip |
F |
Combination Spin (no change of foot) |
CoSp |
|
Lutz |
Lz |
Change foot |
C |
|
Axel |
A |
Flying entry |
F |
|
Single |
1 |
Spiral Sequence |
SpSq |
|
Double |
2 |
Turn sequence |
TrSq |
|
Jump Combination |
+C |
|
|
|
Under-rotated (a jump lacking 1/2 to 1/4 rotation) |
< |
Examples: CSSp = Change sit spin FSSp = Flying sit spin CCop = Change combo spin
|
|
|
Downgrade (a jump lacking more than 1/2 rotation) |
<< |
||
|
Examples: 1T = Single toe loop 2Lo = Double loop 1F + 1Lo + C = Single Flip - Single loop combination 1A< = single axel, under rotated 1A<< = single axel, downgraded
|
|||
|
Term |
Definition |
|
Pathway of development |
Every skater will go through early, moderate and advance stages of development for each skill and area of technique. |
|
Continuum of development |
Term used to describe the various stages of development skaters will move through in the STAR 1-5 program |
|
For the level |
Term used to identify where the skater is performing based on the continuum of development |
|
Clear Ice |
Clear ice is a term used to describe a time period of ice time that does not have any skaters actively skating. This can be a session where the skaters have been asked to go to the boards for a short period of time, or a dedicated session that enables skaters to use the ice for assessments only. |
|
Re-skate |
The opportunity for the skater to perform an element a second time if the first attempt was unsuccessful. The number of re-skates is dependent on the type and level of assessment. STAR 1-5 Freeskate Elements = 2 re-skates STAR 1, 2 and 4 Skills = 2 re-skates STAR 3 and STAR 5 Skills = 1 re-skate Re-skates can be taken directly after the unsuccessful attempt or at the end of the assessment. |
|
Figure form
|
Figure form refers to a body alignment and posture carriage trained when skaters used to perform compulsory figures. This body alignment consists of a tall posture and narrow stance while standing on one foot. Arms are carried close to the body, at waist level. The free foot is carried in a quiet manner and will be held in the line of direction either in front or behind the skating foot (heel to toe or toe to heel). All movements are performed in a calm and controlled manner. Stability through the core of the body is essential. The is no “one way” to perform skills in figure form. Coaches are able to use the technique that works for each skater while keeping within the principles above. |
|
Skating side |
The term “skating side” refers to the side of the body that is doing the skating. If the skater is gliding on their right foot, the right side of the body then becomes the “skating side”. Skating foot refers to the foot that is doing the skating. Skating leg refers to the leg that is doing the skating. Skating arm refers to the arm of the side that is doing the skating. |
|
Free side |
The term “free side” refers to the side of the body that is NOT doing the skating. If the skater is gliding on their right foot, the left side of the body then becomes the “free side”. Free foot refers to the foot that is not on the ice. Free leg refers to the leg that is not on the ice. Free arm refers to the arm of the side that is not doing the skating. |
|
Axes on the ice surface |
When referring to different axes on the ice surface, use the definitions below:
LONG AXIS: A straight line that divides the ice surface into two halves lengthwise (midline). On an ice surface that is 100’ x 85’, the long axis runs the length of the 100’ side through the middle of the ice.
SHORT AXIS: A straight line that divides the ice surface into two halves crosswise (midline). On an ice surface that is 100’ x 85’, the short axis runs the width of the 85’ side through the middle of the ice.
CONTINUOUS AXIS: An imaginary line running around the ice surface that serves as a basis for a dance pattern. Usually the continuous axis consists of two lines running parallel to the long axis of the ice surface, approximately halfway between the long axis and the perimeter of the rink. These lines are joined at each end of the ice surface by a semi-circle. These semi-circles are flattened in some dances so that they run parallel to the ends of the ice surface. In circular dances, such as the Kilian, the continuous axis approximates a circle. The continuous axis of the Paso Doble is an oval.
TRANSVERSE AXIS: An imaginary line intersecting the continuous axis of a dance at the right angles. |
|
Rotating axis |
This term refers to the axis the skater is rotating around either in the air or on the ice, drawing a line through the landing or spinning side of the skater. Most commonly, this term is used when describing the proper body position required for rotating efficiently in the air. |
|
Forward arrest motion |
This term refers to the beginning of a spin from the spiraling entrance. The free side starts from behind the skating side and rotates forward as the skating side seems to stop thus creating an arrest motion to allow the free side to initiate the spin. |
|
¼ mark (quarter mark) |
This term refers to the ¼ mark on a circle. |
|
Lobe |
A lobe refers to a curve that is representative of a part of a circle. For example, edges and dance steps are done on lobes. |
|
Class |
A class is a group lesson environment that allows the coach to take direction of all or a large majority of the skaters using the entire ice or a designated area of ice. The class can be very structured or more open depending on the nature of the class.
A structured class is where the coach sets the direction and the exercises to be performed during the class duration. The coach will also provide the format in which the skaters are to practice the skills (ie: lanes, circuits, stations, etc)
An open class allows the coach to set the direction of the session and then allow the skaters to work on their own during that portion of the session, while the coach supervises and works with skaters individually for short periods of time (ensuring that everyone gets some attention). This is a good strategy to use when introducing the concept of individual practice, as it helps guide the skaters on the “how to practice” component of their training. |
|
Group lesson |
Group lessons describe a lesson format that allows a coach to teach 3 or more skaters at the same time. It is recommended to keep the number of skaters in a group lesson below 6 as the STAR program skills are technical in nature, therefore requiring more attention from the coach. Larger group lessons are permissible and may be optimal for different areas of focus that do not require as much technical focus. Group lessons can be arranged by the private coach or by the club. |
|
Individual practice |
Individual practice is a term used to describe the ice time that the skater uses to develop their skills on their own. |
|
Private or semi-private lesson |
Private lessons are lessons arranged one on one between the coach and a skater. Semi-Private lessons are lessons arranged between the skater and the coach that includes 2 skaters in the same lesson. |
|
Engaged supervised practice |
This term describes practice ice that is being actively supervised, monitored and motivated by a coach. During engaged supervised practice, coaches can give feedback, corrections, ideas and motivation to the group of skaters on the ice. This strategy is an excellent tool to develop individual practice habits in the club. |
|
Stations |
Stations can be used to help guide the skater’s practice content on sessions. A station on the ice would contain a list of skills or areas that the coach would like the skater to practice during their session. Coaches can then determine how long the skaters have to work at each station. Skaters are encouraged to use the full ice when practicing and use the stations for guidance and skill identification.
Stations may be used on a regular basis or on a special day.
Coaches can take advantage of stations in both a group lesson and private lesson formats to maximize the practice time for the skaters.
|
|
Circuit |
A circuit is a pattern on the ice that includes progression, skills and other exercises for skill development. Circuits can cover any amount of ice, including the full ice. Circuits are a great way to increase the skater’s productivity, increase repetition and provide them with exercises to use when practicing on their own. |
|
Lanes
Continuous Lanes
Highway Lanes
4 Lane Highway
3 Lane Highway
2 Lane Highway (Volcano)
Perimeter Lanes |
Lanes is a term used to describe a path for the skater to follow across the ice. Ex: “Skate in this lane”. The use of lanes allows many skaters to skate safely on the ice and be able to maintain their own space.
Continuous Lanes is a term used to describe a format that allows continuous movement of skaters while working on very specific skills. This pattern will start in one corner of the ice. The skaters will then be instructed to perform a skill or set of skills the length of the ice in the lane closest to the boards. Upon reaching the other end, skaters will then move over to the next lane and perform the next skill indicated in the lane immediately beside the original lane. This lane will be between the original land and the mid line of the ice surface. The last two lanes will then repeat this pattern on the other side of the ice, ending at the same end of the ice where the skaters started this exercise. Skaters then skate back to the start and either repeat or start a new set of skills. The use of pylons to indicate the lanes on the ice is a good strategy for visual awareness. Continuous lanes are a full ice circuit and as such, allow the coach to spend quality individual time with skaters while keeping the rest of the session moving. This is a great strategy to use when the coach would like to focus on technique or more complex skills.
Highway Lanes is a term used to describe a format that allows skaters to skate up the ice in one direction and return to the start of their line in a safe and controlled manner.
A 4 Lane Highway is a term used to describe a format that allows 4 lines of skaters to perform a variety of skills in unison (if possible) and push their development. This pattern starts with 4 lines of skaters starting at one end of the ice. The 1st skater from each line will proceed at the same time, performing the skill indicated by the coach to the other end of the ice surface. Once at the other end, the 2 lanes on the left skate to the perimeter on the left side, and the 2 lanes of the right skate to the perimeter on the right side and continuing skating along the boards until they reach their line again.
To create an environment to challenge skaters and bring unity to the class, encourage the skaters to stay with their group as they continue down the ice. This promotes timing, awareness and can challenge speed and edge quality.
If facilitating a class of different levels, each lane could have its own focus to accommodate the specific goal of each developmental group.
Sometimes pylons are appropriate for this session; however the majority of the uses tend to see pylons as a safety hazard.
The highway format is a good opportunity to develop power, speed and depth of curve. Coaches may also use this format to highlight presentation. Some arenas that are not very wide may find it more beneficial to use a 3 Lane Highway.
2 Lane Highway or Volcano allows two lines of skaters start at one end of the ice, travel down the length doing the prescribed exercise and then splitting apart at the opposite end to skate back to their lines along the boards. This is a great format for practicing skills that require more speed or depth of curve.
This format offers more space for power, speed and depth of curve than the 4 Lane Highway format. A great option to push the skater’s limits and challenge development.
Perimeter Lanes use the ice around the perimeter of the rink, keeping the middle ice open for other uses (private lessons, freeskating, etc). Coaches may use one or two lanes along the side of the boards depending on the number of skaters in the class This is an excellent way to incorporate a class into a regular session. |
|
Dance Holds |
The below is a list of dance holds used in the compulsory dances. Hand in Hand: (same direction) The partners face in the same direction and are skating side by side or one behind the other with their arms extended and their hands clasped. Killian: The partners face in the same direction with the lady to the right of the man and his right shoulder behind her left. The left arm of the lady is extended across the front of the man's body to hold his left hand. His right arm crosses behind the lady's back to clasp her right hand. Both right hands rest over her hip bone.
Reverse Killian: This position is similar to the Kilian position but with the lady at the man's left side.
Waltz (Closed): The partners are directly opposite each other. One partner faces forward while the other partner faces backward. The man's right hand is placed firmly on his partner's back at the shoulder blade with the elbow raised and the arm bent sufficiently to hold the lady close to him. The left hand of the lady is placed on the shoulder of the man so that her arm rests comfortably, elbow to elbow, on his upper arm. The left arm of the man and the right arm of the lady are extended comfortably at shoulder height. Their shoulders remain parallel. Foxtrot (Open): The hand and arm positions are similar to those of the closed or waltz position. The partners simply turn slightly away from each other so that they both skate in the same direction. |
|
Pattern Dance |
The term “pattern dance” is used to describe the compulsory dances in the Skate Canada curriculum. There are 2 types of pattern dances: set and optional.
Set Pattern Dance: A dance for which the location, direction and curvature of all edges to be skated are designated in the diagram. This diagram must be followed as closely as possible.
Optional Pattern Dance: A dance for which the pattern may be altered by the skaters provided that the original step sequences, positions and timing are maintained. Each repetition of the altered pattern must be executed in the same manner and the restart must be commenced from the same place. |
|
Solo Dance |
Solo dance is the term used when a skater skates the full pattern of a dance by themselves. |
|
Shadow Dance |
Shadow dance is the term used when a skater skates the full pattern of the dance with another skater, coach or PA using a “shadow“ formation. |
|
Jump Sequence |
A jump sequence may consist of any number of jumps of any number of revolutions which may be linked by non-listed jumps immediately following each other, while maintaining the jump rhythm (knee). There can be not more than two (2) three turns/Mohawks during the sequence; there can be no cross-overs or stroking during the sequence. A jump sequence, consisting of only one listed jump together with other non-listed jumps is not considered a jump-sequence but will count as a solo jump. |
|
Jump Combination |
A “jump combination” is a sequence of two or more jumps in which the landing edge of the first jump serves as the take-off edge for the second and so on. There is no change of foot or turn between the jumps, although the toe may be used to assist the take-off. |
|
Basic Position (Spins) |
The term “Basic Position” is most commonly used to describe the 3 basic positions in spins. They are described by the ISU as follows:
Upright Position: any position with extended skating leg which is not a camel position
Sit Position: buttocks not higher than the knee of the skating leg
Camel Position: Free leg backwards with the knee higher than the hip level, however Layback and Biellmann are still considered as upright spins
It is very important to know the definitions of the basic positions as skaters will be assessed on their ability to demonstrate these positions in their spins. |
|
Spin Classifications |
Spins are classified and identified in many ways. Below are some clarifications.
Rotational Direction: There are 2 main groups of spins according to the direction of rotation: - Forward entry spins: These spins generally enter with a FO spiralling edge on the opposite foot the skater lands on. The spin is initiated by a FO 3-turn creating a BI spinning edge. - Backward entry spins: These spins generally enter with a FI spiralling edge on the same foot the skater lands one. The spin in initiated by a FI 3-turn creating a BO spinning edge.
Flying Spins: Spins that enter with a jump and land in a spinning position. Change foot spins: Spins that maintain the same position and change feet.
Combination spins: Spins that include a change of position regardless whether there is a change of foot or not. |
|
NAME OF JUMP |
TAKE-OFF |
LANDING |
|
|
|
EDGE |
TOE |
EDGE |
|
One-Foot Axel Paulsen |
LFO |
no |
LBI |
|
Waltz |
LFO |
no |
RBO |
|
Axel Paulsen |
LFO |
no |
RBO |
|
Inside Axel Paulsen |
RFI |
no |
RBO |
|
Loop (Rittberger) |
RBO |
no |
RBO |
|
Toe Loop |
RBO |
yes |
RBO |
|
Half Loop (Euler) |
RBO |
no |
LBI |
|
Salchow |
LBI |
no |
RBO |
|
One-Foot Salchow |
LBI |
no |
LBI |
|
Flip |
LBI |
yes |
RBO |
|
Lutz |
LBO |
yes |
RBO |
** Note that reverse jumpers (those that rotate CW in the air) will have the opposite take-off and landing foot. For example, the take-off edge for a reverse jumper’s Waltz jump is a RFO and the landing edge would be a LBO.
Planning
The STAR Program Delivery Team
Each Club will have a STAR program delivery team that consists of:
- Coach(es)
- Coordinator (may or may not be a coach)
- Volunteer Member(s) to assist if necessary
- Test Chair (to help ensure assessment records are filed accordingly)
- Program Assistants (may also be used in this program under the direction of a coach).
Duties:
|
Coordinator |
Coaches |
Program Assistants (PA’s) |
Test Chair |
|
Group skaters, provide tracking tools, info letters & assessment sheets when appropriate
|
Teach all technical skills according to delivery methods |
To assist the coach where needed (can be used for Shadow Dance) |
Communicate with coaches to establish “assessment procedures”
|
|
Assess skaters |
|||
|
Design schedule that incorporates all areas of development |
Provide demonstrations |
Communicate assessment procedures to parents |
|
|
Schedule variety, challenge, fun and simulations days into program |
Lead parts of the session |
Ensure all coaches assessing skaters are approved to do so |
|
|
Prepare music as needed |
|
Fee collection
|
|
|
Lead parent information sessions (must be a coach) |
|
||
|
Educate/advise volunteers on skating matters |
|
Ensure summary sheets are recorded appropriately |
|
|
Ensure that all disciplines are taught on a weekly basis |
|
Ensure all assessment results are forwarded to Skate Canada |
|
The STAR 1-5 Program Delivery Standards
|
STANDARD |
Coordinator |
Coach |
PA |
Test Chair |
|
Ensure a minimum of one NCCP Primary (Regional Coach) trained Coach is on the ice at all times. |
X |
X |
|
|
|
Program Assistants may be used as required. |
|
X |
X |
|
|
Ensure coach directed time (group/class) follows the guidelines set out in this guide |
X |
X |
|
|
|
Ensure group lessons and/or group classes are managed safely with appropriate coach ratio according to discipline, type of class or lesson |
X |
X |
|
|
|
Ensure learning environment is motivating, challenging and welcoming |
X |
X |
X |
|
|
Ensure all skaters are offered instruction in all disciplines on a weekly basis |
X |
X |
|
|
|
Ensure 90 % continuous movement for all sessions |
X |
X |
|
|
|
Ensure all sessions have a set plan for warm up and cool down whether it be in class form or a private plan for the skater. This can be done on or off ice. |
X |
X |
|
|
|
Ensure full ice surface is being used for the session and is available to the skaters in this program |
X |
X |
|
|
|
Use teaching aids and/or learning technology to enhance the learning environment |
|
X |
|
|
|
Assess skaters on an “as needed” basis to ensure solid development that matches the rate of the skater’s learning |
|
X |
|
|
|
Ensure results of all assessments are filed in an appropriate and timely manner. |
|
|
|
X |
|
Communicate with parents on a regular basis to ensure understanding and delivery updates on progress and procedures |
X |
X |
|
|
|
Provide incentives and rewards to enhance challenge/fun days and keep learning environment motivating |
X |
X |
|
|
|
Provide variety in programming format to keep the sessions motivating, challenging and inspiring to meet the needs of the skater’s development |
X |
X |
|
|
|
Establish an assessment procedure with coaches that outlines a clear process. |
|
|
|
X |
The STAR Program Delivery Format
Parts of a Session
Every STAR Session should begin with a warm up and conclude with a cool down. These parts of the sessions may be done on or off the ice. The middle of the session should contain the teaching and learning components.
Warm up:
- MUST include exercises that increase blood flow to the major muscle groups and increase the skater’s heart rate.
Examples:
|
ON ICE |
OFF ICE |
|
CLASS containing edge/power exercises. Upbeat with lots of knee action incorporated. |
CLASS containing some aerobic exercises and dynamic stretching. Upbeat with lots of knee action incorporated. |
|
Individual plans for each skater identifying proper warm up exercises appropriate for their level and development |
Individual plans for each skater identifying proper warm up exercises appropriate for their level and development |
Specific examples of warm up class content can be found here:
Specific examples of warm up class content can be found in:
STAR 1-5 On and Off Ice Strategies
Teaching and Learning:
- MUST include periods of review and new skill acquisition or development. This “Learn to Train” stage of development requires a strong focus on “coach directed” time. The strategies outlined in bold below are examples of “coach directed” time.
Examples:
|
Strategy |
Description |
|
Group lessons |
Coach or club directed/organized. Ensure all disciplines are offered, (can be included in a hybrid model of group and private/semi-private lessons). |
|
Private/semi-private lessons |
Coach directed. Can be used in conjunction with group lessons to ensure coverage in all disciplines and maximize coach-directed time. |
|
Classes |
Coach or club directed/organized. Classes direct skaters to focus on specific areas of development with coach supervision, instruction and guidance. Classes may be delivered in many different formats: Open class, structured class, lane work, etc. |
|
Station Work (coach directed or self directed) |
Stations can be used to help direct the skater’s focus during practice time. Stations can be generic (Jump station, Spin station, Program station, etc) or more specific focuses (Example: Basic spins, Flying spins, Combo spins, Variation spins, etc.). |
|
Engaged supervised practice |
Coaches may use supervised practice to encourage, motivate and facilitate good practicing habits. |
|
Self-directed practice with training books |
Coaches can provide skaters with training books to indicate practice areas, goals and skill acquisition plan. |
|
Assessments* |
Coaches may assess skaters during a lesson or as a designated activity on a regularly scheduled session. |
*Please note: Assessments may take place at any time of the year and at any frequency. Coaches are expected to develop the quality of the skill prior to performing any assessments.
Specific examples of these teaching and learning activities content can be found here:
STAR 1-5 On and Off Ice Strategies
STAR 1-5 Terms and Definitions
GROUPING SKATERS for class work (stations, lanes, etc.)
Coaches may need to organize skaters into groups for different session formats. Coaches may use similar grouping strategies as outlined in the CanSkate Manual or devise their own. For classes or lane type activities, coaches may group skaters for a strategic placement:
Example:
- Each line has a different level of skating ability
Or, use more random/fun options;
Examples:
- All skaters whose first names start with A to L – line 1, M to P -line 2, Q to Z – line 3
- Skaters wearing pink and purple in one group, etc.
- Skaters wearing green and blue in another and skaters wearing white or black in another
Cool down:
- MUST include exercises to lower the heart rate and stretch out the major muscle groups.
Examples:
|
ON ICE |
OFF ICE |
|
CLASS containing edges, field moves and on ice stretches (moving) |
CLASS containing some low level cardio activity and some easy stretches |
|
Individual plans for each skater identifying proper cool down exercises appropriate for their level and development |
Individual plans for each skater identifying proper cool down exercises appropriate for their level and development |
Specific examples of cool down class content can be found here:
STAR 1-5 On and Off Ice Strategies
For examples of sample schedules, please see: STAR 1-5 Sample Schedules
Budgeting for Maximum Coach Directed Time
There are 3 main strategies available to assist clubs and coaches in offering a program that maximized coach directed time.
CLUB DIRECTED: All fees are organized by the club and included in the registration fee. This would include ice fees and all coach’s fees for the entire program. No additional fees would be required by the skater’s families for lessons.
Example:
CLUB B is offering a STAR 1-2 Program for $810.00
This program includes 3 hours of ice per week fully coached and 3 off ice classes per week.
In this scenario, skaters will receive all of their coaching needed for this level within their program. No extra fees will be charged for private/group lessons.
COACH DIRECTED: All fees for the ice would be covered by the club’s registration fees. All fees for the lessons would be organized by the coaching staff. Coaches can organize a group lesson/class structure or a combination of group and private/semi private instruction for the skaters’ development. Coaches may opt to work as a team for this delivery model or choose to offer all discipline training themselves.
Example:
CLUB B is offering a STAR 1-2 Program for $510.00
This program includes 3 hours of ice per week with no coaching and 3 off ice classes per week.
In this scenario, the coaches work together to organize a lesson/class schedule that sees all on ice sessions fully coaches. The coaches will invoice the skaters individually to cover their time. In this scenario, it works out to $15.00 per week, per skater or a total of $300.00 in lesson fees. Total cost of the program is $810.00
CLUB – COACH DIRECTED (Hybrid Model): This model is a combination of both the Club Directed and Coach Directed options listed above. The club would decide how much coach time they could cover in their registration fees and the remaining time would then be organized by the coaching staff to ensure skaters are receiving the maximized amount of coach directed time.
Example:
CLUB B is offering a STAR 1-2 Program for $635.00
This program includes 3 hours of ice per week with some coaching and 3 off ice classes per week.
In this scenario, the club has decided to cover the costs of some of the coaching fees, usually this equates to the class time. Coaches then work together to organize a lesson/class schedule that sees the remainder of the on ice sessions be covered by lessons. The coaches will invoice the skaters individually to cover their time. In this scenario, it works out to $8.75 per week, per skater or a total of $175.00 in lesson fees. Total cost of the program is $810.00
Some clubs only offer a Private Lesson Model on figure skating sessions. The traditional version of this model limits the amount of coach directed time for skaters and is the costliest. It also requires more coaches per skaters which can be difficult for remote clubs.
Below is a comparison model to identify the advantages in comprehensive programming.
Coaching Staff Strategies
Classes
Classes are a great way to direct the skaters’ work and effort in a very cost effective and work productive manner. Classes may be offered to direct a number of development areas. Examples include:
- Edges & Turns
- Power
- Spins
- Jumps
- Creative Movement
- Field Moves
- And more
Classes can be any length of time and may vary depending on the topic. Suggested times range from 10 to 30 mins.
Examples of format and content of suggested classes can be found here:
STAR 1-5 On and Off Ice Strategies
Clubs may have more coaches available than needed to run a “class” during a portion of the session. Below are some strategies that may assist the workload of the extra coaches.
- Allow coaches to teach lessons through a class. Encourage those coaches to rotate their students so the skaters will have the opportunity to benefit from the classes on a rotational basis
- Split the group of skaters in half and offer 2 classes, 1 off ice and 1 on the ice. Set up a rotation schedule so groups will alternate through the classes. Benefits of this scenario include:
- Allows the opportunity to incorporate on and off ice programming in the same time slot
- Allows skaters an opportunity to have more quality time with the coach (less skaters per group)
- Allows the opportunity to use more than one coach for the same time slot
- Rotate the coaches who are instructing the classes. This allows the skaters to reap the benefits of being exposed to the different coaches’ strengths while sharing work time amongst the coaching staff.
- Coaches could also use the class time as an opportunity to provide one on one or small group planning sessions off ice. Again, it is suggested that coaches rotate their skaters to enable all skaters to take part in the classes on the ice as much as possible. Content for the off ice sessions could include: goal setting, monitoring, mental performance, off ice jump technique and more.
Lessons
There are 3 main types of lessons given by coaches for discipline development.
Private Lessons
- This lesson format is a 1:1 ratio between coach and skater
- This type of lesson is good for technical content in all disciplines
|
Advantages |
Disadvantages |
|
Full individual attention |
Skaters can get complacent |
|
|
Costly |
|
|
Can be uncomfortable for some personalities |
|
|
Skaters generally have more individual time. Not ideal for entry level skaters as they do not have the skill set to work on their own productively. |
Semi-Private Lessons
- This lesson format is a 1:2 ratio between coach and skater
- This type of lesson is ideal for technical content
- Good for motivating skaters to push development in areas of:
- Speed, performance, acquisition
|
Advantages |
Disadvantages |
|
Individual attention |
Personality conflicts could arise |
|
Encourages peer learning |
Could still have individual practice time inefficiencies |
|
Provides peer motivation environment |
|
|
More cost efficient |
|
|
Could enable more lesson time within same budget |
|
Group Lessons
- This lesson format is a 1:3+ ratio between coach and skater
- Technical content can be given easily
- Group strategies activated to ensure individual feedback is given
- Good for motivating skaters to push development in areas of:
- Speed, performance, acquisition
|
Advantages |
Disadvantages |
|
Individual attention |
Some coaches not comfortable with this method (therefore quality of lesson may be affected) |
|
Encourages peer learning |
Skaters may become distracted in group setting – inability to concentrate |
|
Provides peer motivation environment |
Inability to concentrate in group setting |
|
More cost efficient |
|
|
Could enable more lesson time within same budget |
|
Team Coaching
Team coaching can describe many different scenarios’. Essentially, team coaching is more than one coach working together to assist the development of a skater or group of skaters. Team coaching has many benefits including:
- Maximizing or capitalizing coaches’ strengths
- Creating an environment of experts
- Allows skaters to be introduced to many different coaching styles
- Allows an environment for more coach directed time
- Enables more perspectives to contribute to individual training plans.
Sample scenarios of team coaching:
Base Coach Directed: A Base Coach (manager and decision maker) will work with and coordinate with other coaches to give skater direction in the areas identified by the Base Coach.
Team Directed: Two (or more) coaches working together to plan and direct the skaters’ development in all areas. All coaches would be able to make decisions and be involved in lesson planning and direction.
Specialization Coaching: This scenario would see a coach lead their area of speciality. Communication needs to exist between coaches for maximum benefit to the skater. Each coach would make decisions for their area of development.
*Support Coaches: Coaches or clubs may decide to bring in a coach(es) on a regular or as-needed basis to enhance skater development and provide support to the core coaching staff.
Using Music in STAR 1-5
Music will be an integral part of the STAR 1-5 program. Coaches will use music for warm ups, cool downs, edge and turn sessions, power classes, dance step sessions, music interpretation, programs and more.
Music can also be used as a motivator or teaching tool to help:
- Increase energy on the session
- Increase or decrease speed or tempo of exercises
- Teach rhythm or timing of steps
- Explore movement, creativity and musicality
Look to many different sources, genres and time periods of music to keep sessions fun and add variety.
Programs (Solos)
The main focus in “Learn to Train” is on skill acquisition. With the recognition that many skaters will have various time commitments they can give to skating during this phase of development, it is important that the coaches time on the ice is spent on skill development vs choreography.
Programs in the STAR 1-4 program have been designed to be the same length to allow for easy transition through the skill development stages. Coaches are encouraged to allow skaters to share programs, enabling many skaters to skate the same program in the early stages of development. This eases financial burden and allows for easy implementation in a group lesson format. As the main focus is on the individual skill performance at this level, programs will be designed to be simple in nature, using choreography to instill the basic strategies of music interpretation and highlight accents.
To facilitate the easy distribution of music for programs at this level, coaches and clubs may decide to have a library of “stock” programs to use for skater’s/group lessons. Advantages include:
- No additional cost to skaters
- Easy to teach in a group lesson format. All skaters learn the same program.
- Easy to ensure all skaters have a chance to have their music played on sessions for practice. For example:
- 10 skaters divided into 2 groups, each group learns 1 solo, therefore 2 solos played facilitates the needs of 10 skater’s practice.
- Programs customizable to meet the development needs of the skater. For example, in the STAR 3 program, one spin can be a camel or a sit; one jump can be a flip or a lutz.
- Skaters may use the same program in the STAR events. This is highly effective and cost efficient at the STAR 2 level in particular.
Scientific studies have shown that the skill of performance and music interpretation develops with age. The STAR program has integrated this philosophy into the assessment criteria to match the natural development of the skaters. Skaters will be assessed on composition (choreography) at the next level in development
PROGRAM COMPONENT ASSESSMENT CRITERIA STAR 1-5
|
|
Skating Skills |
Performance |
Interpretation |
Transitions |
Composition |
|
STAR 2 |
X |
X |
|
|
|
|
STAR 3 |
X |
X |
X |
|
|
|
STAR 4 |
X |
X |
X |
|
|
|
STAR 5 |
X |
X |
X |
X |
|
Dance Music
Skaters and coaches have some choices when deciding what music to use for the pattern dances in STAR 1-5.
- Skate Canada Dance Music (Series 1-8)
- Skate Canada identified Contemporary Music
Music for Classes
Using music in class formats will help skaters develop their sense of timing, rhythm as well encourage development of power and artistry.
Below are some examples (not mandatory nor limited to). Coaches are encouraged to use a variety of music throughout the STAR program to increase the skater’s awareness, knowledge and adaptability to different styles of music.
|
Class Focus
|
Skate Canada Dance Music |
Contemporary Dance Music |
Popular Music (fast tempo) |
Popular Music (slow tempo) |
Popular Music (medium tempo) |
Classical Music |
Creative Music (alternative or specialized) |
|
Edge Development |
X |
X |
X |
X |
X |
X |
X |
|
Turn Development |
X |
X |
X |
X |
X |
X |
X |
|
Power Development |
X |
X |
X |
|
|
X |
X |
|
Field Moves |
X |
X |
|
X |
|
X |
X |
|
Warm Up Exercises |
X |
X |
X |
|
X |
X |
X |
|
Cool Down Exercises |
X |
X |
|
X |
|
X |
X |
|
Artistic Development |
X |
X |
X |
X |
X |
X |
X |
|
Program Development |
X |
X |
X |
X |
X |
X |
X |
|
Dance Steps |
X |
X |
X |
X |
X |
X |
X |
Session Allocation in the STAR 1-5 Program
Due to the fluid and more accessible nature of assessments in the STAR 1-5 program, clubs may need to consider new classification strategies other than “tests passed” to organize skaters on sessions. Some suggestions are listed below:
Age and Stage
Allocating sessions for skaters of the same age range and level may be a good option. This strategy is very helpful when arranging off ice training for the athletes, as different age ranges require different attention. For example: Strength training for a 7-year-old looks much different than strength training for a 14-year-old.
Clubs could use the skater’s freeskate event level, or the average of all 3 disciplines to establish level. For example: If a skater is STAR 3 Dance, STAR 4 Freeskate and STAR 5 Skills, they would be considered a STAR 4 level skater.
Freeskate Level (Event/Competition)
Clubs may consider organizing skaters by level of Freeskate they are performing at Events or Competition.
Open Sessions
Open sessions allow for skaters at different levels to skate on the same ice. This is a great option for clubs that are trying to encourage skaters to pick up more sessions during the week to gain development, or for clubs who do not have a lot of skaters to make different sessions.
Open Discipline Training Sessions
Due to the nature of the cross training involved in the STAR 1-5 development, clubs may choose to offer discipline specific class time with open discipline training time. This will allow skaters the opportunity to practice or focus on their areas of need regardless of session title.
This is the preferred option for training schedules at this level.
Teaching Tips & Learning Activities
The following section reviews information and tips helpful for coaches teaching in the STAR 1-5 Program.
Teaching in the STAR program: The Mission of the Coach
(as per the Skate Canada LTAD Model)
The mission of the coach is to teach the basic sport specific skills and elementary artistic expression essential to participate in the chosen activity. Coaches must also introduce physical conditioning and fundamental mental skills. Sport specific skills are coupled with motor skill development. Coaches should continue to encourage children to be involved in several sports in the early part of this stage.
While the skater’s parent(s)/guardians(s) will act as her/his manager in this stage, the coach will act as the director of development. Coaches have the option to train as a technical specialist but are also responsible for regular assessments and evaluations of a skater’s progression. Coaches have the ability to teach/transfer information in a manner appropriate to age, gender and an ability to teach good skill technique.
All coaches potentially train world-class athletes but simply at a different stage of their development. Therefore, coaches of athletes in this stage of development need to understand figure skating at a level far beyond that at which their skaters may currently perform so they can provide relevant training at the appropriate time in preparation for the skater’s future. Coaches should always be able to provide a rationale for why they are teaching a certain skill or concept and how they are using the skater’s time.
Please visit LEARN TO TRAIN in the SKATE CANADA LTAD MODEL for a comprehensive list of skill acquisition expected at the exit phase of this stage.
Training Frequency
The suggested quantity and frequency of ON ICE training at this level is as follows: (as per our LTAD Model)
Coach Directed Time
The suggested percentage of coach directed time vs individual practice is as follows:
Advantages of Coach Directed Time at this Level
- The development of quality technique
- Coaches to direct the skater’s focus on the basics in all areas to provide a foundation for future learning
- Skaters are taught how to practice before being expected to practice on their own
- Coaches can create an environment that is non-threatening, challenging and engaging
Coach directed time and/or group lessons at this stage of development have proven to be the most effective for skill acquisition and social development. It offers a cooperative, encouraging and motivating environment for the learner. It also allows for the maximum opportunity for the skaters to be under a coach’s direction during this “the golden age of learning”.
Training Strategies to Increase Coach Directed Time
Coaches are encouraged to use a variety of teaching strategies to engage the skater’s interest and different learning styles. Below are examples of how you can incorporate various strategies into multiple delivery formats on your session. This is a guide only. Many coaches will discover new ways to offer topics. Regardless of the format you choose, always consider the following:
- Ensure your delivery format encourages strong technique and growth
- Rotate delivery methods to allow a variety of intensities, focus and ice usage.
Many of the strategies below lend themselves to a class type environment however some can be used in an individual practice scenario as well. Coaches and clubs are encouraged to use many different formats to deliver programming throughout their season.
For definitions of the terms below, please see : STAR 1-5 Terms and Definitions formats below, please see: STAR 1-5 On Ice Strategies 
For examples of specific content, see STAR 1-5 On and Off Ice Strategies
|
Option |
Edges |
Turns |
Power |
Field Moves |
Jumps |
Spins |
Dance Steps |
Warm Up |
Cool Down |
Dance Patterns |
|
Highway Lanes |
X | X | X | X | X |
|
X | X | X |
|
|
Continuous Lanes |
X | X |
|
X | X | X | X | X | X |
|
|
Perimeter Lanes |
X | X | X | X | X |
|
X | X | X |
|
|
Class/Open Class |
|
|
X | X | X | X |
|
X | X | X |
|
Group Lessons |
X | X | X | X | X | X | X | X | X | X |
|
Stations |
X | X | X | X | X | X | X |
|
|
|
|
Circuits |
X | X |
|
X | X | X | X |
|
|
|
|
Engaged Supervised Practice |
|
|
|
X | X | X |
|
X | X | X |
Teaching Tips
The following information may be used to assist coaches in the delivery of the STAR 1-5 program.
Identifying the Dominant Rotational Direction for Skaters
Determining which way a skater should rotate can be an easy task for some skaters, and more challenging for others. Generally, skaters will tend to use their dominant rotation direction for most rotational skills early in their development. These skills will display one direction that is acquired quicker and with more confidence. For skaters who seem to turn both ways with the same ease, the following tips may help:
- Have the skater skate away from you. Call the skater back or have them touch the boards and come back. Observe which direction they naturally turned to reverse their direction.
- Off the ice, instruct the skater to jump up and turn a half turn or full turn in the air. Observe their natural direction. Ask them to jump the opposite direction for the same exercise. Compare.
- Ask the skater to demonstrate all 4 forward 3-turns and observe for a direction that is done with more confidence.
Key Words
Key Words are an excellent tool to assist coaches in reinforcing the key points for any lesson. When key words are used correctly, the skaters will use them to remind themselves of the timing, rhythm or technique needed to execute the skill correctly. Key words can be identified for any skill.
Examples:
Waltz Jump: “Hold….” (to indicate a strongly held BO edge entry) “Down…” (to indicate a solid knee bend on the FO take off edge), “Kick…” (to indicate the free foot passing the take off toe and extending for a good air position), “Land…” (to indicate a strong landing position)
Scheduling Variety
Adding variety to the schedule or session plan can help keep the energy in the training season.
Suggestions include:
- Offering a time slot on a certain day that can service different needs.
- Example: 5:00 – 5:30 every Thursday, each week could be a different focus
- Week 1: Power Class
- Week 2: Spin Session
- Week 3: Creative Movement
- Week 4: Simulation
- Week 5: Challenge Day
- Week 6: Jump Technique
- Week 7: Field Move Class
- Example: 5:00 – 5:30 every Thursday, each week could be a different focus
Variety can also be offered within an actual session itself. Offering different delivery formats can help keep the skaters engaged and allow for many forms of coach directed time.
Example: Monday Session 5:00 to 6:00 pm
- Week 1: 5:00 – 5:20 pm Edge/Turn Class, 5:20 – 5:50 pm Group Lessons, 5:50 – 6:00 pm Field Move Class
- Week 2: 5:00 – 5:15 pm Power Class, 5:15 – 5:45 pm Jump Stations, 5:45 – 6:00 pm Spin Session
- Week 3: 5:00 – 5:10 pm Warm Up Class, 5:10 – 5:50 pm Stations posted for skaters to use in practice time while coaches give private/semi private lessons, 5:50 – 6:00 pm Creative Movement class
Adding Fun
Ensuring there is an element of FUN in the training schedule is key to keeping the skaters motivated, interested and encouraging a strong club or team morale. Some ideas include:
- FUN Days to allow skaters to dress up or participate in activities throughout the year
- Incentive programs (see INCENTIVE section for ideas)
- Variety of session planning
- Surprise days
- Team Challenges within a session (to compliment the mission of the training period)
Allowing time in the schedule for skaters to have fun on the ice will encourage growth and expand comfort levels as well as contribute to club pride and morale.
Use Peer Coaching
Peer coaching is a term used to describe skaters helping skaters. This can be a great strategy to:
- Establish relations between higher level and lower level skaters
- Encourage confirmation of learning. When skaters have to explain or teach another skater a skill, it allows them to reconfirm technique and analyze how they achieve success.
Create Exercises
Exercises or drills is a term used to describe a predetermined set of movements that are used to reinforce technique or development for skill acquisition. Exercises or drills can be used as a warm up routine or as a corrective measure. Examples include:
- Back Spin drills to assist with rotational axis awareness
- Back spin with a jump out
- Back spin that opens and closes several times in the same spin
Coaches can create exercises or drills for many different things or aspects of our sport.
- Power (pushing, knee action)
- Spins
- Jump Technique (to increase height, get comfortable with toe take offs, etc)
- Jump Technique (to increase comfort level with rotating axis)
- Field Moves,
- And more
Using All Disciplines to Strengthen the Skater’s Ability
Exposing skaters to all 3 disciplines in the same training plan will allow skaters to develop a well rounded skill repertoire that will serve as a foundation for acceleration in our sport.
Skills will be the foundation for both freeskate and dance as it contains all essential pushes, turns and power skills.
Freeskate will introduce skaters to many concepts in spins and jumps.
Dance will encourage power, timing and carriage. This will strengthen both the freeskate and skills components as well.
Using Different Ways to Say the Same Thing
When delivering lessons, be sure to use cues that will appeal to different types of learning.
Key words and descriptive words will assist the auditory learners.
Exaggerated demonstrations and videos will assist the visual learners.
Teaching aids that need to be held, walk-throughs and body placement will assist the kinesthetic learners.
Finding different ways to say the same thing will be beneficial to your teaching as it will expand the presentation of any one skill. The more ways you can find to communicate the mission of your lesson, the more opportunities you will give to your skaters to learn.
Teaching Aids in the STAR Program
Coaches want to ensure their skaters are being exposed to as many different learning styles as possible throughout the STAR program. Using teaching aids will help coaches transfer information, provide kinesthetic and visual strategies and add variety to lessons. Below are some ideas of how to incorporate teaching aids into the STAR program lessons.
|
TEACHING AID STRATEGY |
JUMPS |
SPINS |
DANCE & DANCE STEPS |
EDGES & TURNS |
FIELD MOVES
|
PROGRAMS |
|
Rotating Axis Props (balls, stuffed animals, skate guards, different coloured gloves, etc.) Used to help increase awareness of rotating axis. Skaters can hold the teaching aid in the hand of their rotating axis side and use it as an anchor to pull the other hand to it in the air or spin. Coaches may also use the teaching aid to help skaters check out of the jump or spin by having the skater look at that hand holding the teaching aid during the landing or exit. Balls of various sizes can be used for variety as well. For spins, skaters may hold them in one hand and transfer them to the other hand at exit or entrance. They may also be used to emphasize arm placement in spin. Gloves may also be used as a visual aid to identify different focus points during the skill. Coaches can have the skaters wear different colour gloves and instruct the skater to look at a certain coloured glove at a distinct point of the skill. |
X | X |
|
|
|
|
|
Harness There are 2 main types of on ice harnesses: A fixed harness that has a designated path on the ice (attached to the ceiling) or a jumping pole that a coach holds as the skater skates freely on the ice. Both are good and can be used in different stages of jump development. |
X |
|
|
|
|
|
|
Video & Video Library Video playback and analysis is a very useful tool for skaters to see their positions and analyse their technique. Coaches may use traditional video cameras, or cameras and apps on their phones or tablets. There are many video analysis applications made for sport available in digital technology. Coaches may also create video libraries of successful elements to be able to show skaters what a completed skill looks like before teaching it, or using it to inspire improvement. This is a great tool to use to give skaters a visual example of skills that can be achieved but are not currently being performed on the session. |
X | X | X | X | X | X |
|
Partners Coaches can pair up skaters to encourage speed, timing, presentation and other mimicking techniques when performing different skills. This is an excellent way to add energy, encourage role modelling and have fun while improving technical and performance skills. |
X |
|
X | X | X |
|
|
Posters/Pictures Creating posters with pictures of proper positions is a helpful way to give the skaters a visual cue of the positions they are striving to achieve in their jumps, spins or field moves. They may also be used when creating STATIONS for STAR programs. |
X | X |
|
|
X |
|
|
Markers/Liquid Chalk Markers can be used to draw the pattern of the jumps, spins, steps, etc. on the ice. Coaches may also use markers to indicate the pattern of the approach to a jump. This is a very helpful tool to reinforce proper edges, timing and placement. Coaches may also use paper or tablets to draw the patterns, shapes or positions for the skaters. |
X | X | X | X | X | X |
|
Bean Bags Bean bags are a good tool to use when teaching proper body alignment in a spin or basic posture in skating. Placing a bean bag on the skater’s head for an upright (fwd or bwd) spin will encourage them to concentrate on proper posture and centering. |
|
X | X | X | X |
|
|
Circuits Circuits may be used in a lesson or as a tool for practice time. Coaches can lay out a pattern on the ice with the specific skills that they want the skater to practice and the skater will have something to guide their development during their practice time. |
X | X | X | X | X |
|
|
Artistic Development Coaches may want to use some teaching aids to help the development of artistry, encourage movement and inspire creativity. Here are some ideas: - Chiffon scarves, beach balls, ribbons - Partner exercises (Mirroring, transference of movement, alternating movement, etc.) - Videos of other skaters or performers |
||||||
Incentives
Coaches and clubs are encouraged to add incentives and challenge programming to their delivery and format. Adding incentives will bring awareness to quality development and encourage skaters to push their limits.
Below are some ideas of incentive and challenge programs that could be implemented into a session. Coaches and clubs are welcome to use any of these ideas or create their own.
It is recommended that coaches and clubs choose different incentives for different time periods of the training calendar that directly relate to the purpose of the preparation in that time period. Example: Toot your Horn is an excellent program to be placed in the weeks leading up to an important event or competition.
|
Name |
Purpose |
Description |
|
Spin Bingo |
Encourage skaters to develop aspects of their spinning ability. This exercise can be adjusted to meet the developmental needs of any level of skater. |
Design bingo type cards for each skater depending on their skill level. Skaters work to achieve each spin in each box. When they feel it is ready, they show a coach and if they performed it to expectation, they receive a sticker to place in the box. The mission is to cover the entire grid with stickers! The BINGO concept can be easily reworked to address development in Field Moves (Field Moves Bingo: each square contains a different move, foot, edge and direction designation) Jump Combos (each square contains a different jump combo) And more! |
|
High Five Program |
Recognize consistency in skill performance |
Cut out hands from construction paper to be used to post on a wall or bulletin board. Coaches identify what skills they are looking for the skater to perform consistently. When the skater demonstrates they can perform that skill 5 times in a row successfully, their name and skill are added to a hand and posted in a designated area. This program is easily adaptable to any discipline and may also be used to recognize behaviours and attitudes (ex: sportsmanship, tenacity, etiquette, etc.) |
|
Ring the Bell or Toot your Horn |
Encourage consistency in clean program run-throughs |
Have a bell or horn at the side of the boards. When skaters skate a clean program, they skate over to the bell or horn to ring it or toot it. The coaches and other skaters on the ice are then encouraged to clap and congratulate the skater on a job well done. |
|
Golden Gloves |
To encourage presentation and program components |
Purchase yellow or gold mini gloves from the dollar store or comparable. Inform the skaters that the coaches will be looking for skaters who are shining when performing or practicing. Ensure the skaters have been given the tools and training in this area before implementing this program (understanding of strong landing positions, good posture with eye focus upwards, extension and presentation of gestures). Coaches can award the golden gloves to skaters at any time during practices. It is suggested to run this incentive for a 2-4-week period to highlight focus. Key words that can be used with this program include: Golden touch, sparkle, shine, world or Olympic, etc. |
|
Fearless Fridays |
To encourage the development of skills, speed and power. |
Create a time slot on a Friday that can be used as a “challenge session”. Coaches can challenge the skaters to many different activities during this time slot that will strengthen the personal development of each skater. Prizes or points can be awarded to skaters who are successful. Sample ideas: - Fastest lap around the ice (Fwd/Bwd/CW/CCW) - Spin challenges (# of rotations, # of positions per foot, speed of rotations, position perfection, flying spins, death drops, variations, etc.) - Jump challenges (measure distances, jumps with speed, jump combinations or multiple combinations, fun jumps like mazurka, walleys, stag or split jumps, etc.) - Field Move challenges (highest spiral, longest held positions, introduction of different moves, etc.) |
|
Incentive programs can be extended to off ice program, behaviour traits or self tracking/goal setting practices. For example: - Rewards for off ice fitness achievements: |
||
Example of a SPIN BINGO Card (STAR 4 or 5 level skater):
|
SPIN BINGO |
|||
|
Fwd sit 8 revs
|
Broken leg spin 4 revs |
Flying camel (proper take off) 4 revs |
A-Frame Spin 3 revs |
|
Fwd Y spin 3 revs
|
Fwd Corkscrew |
Bwd sit – pancake 3 revs |
Layback 4 revs |
|
Flying sit spin 3 revs
|
Sit jump sit (same foot) 3 revs for each |
Camel-Sit change Camel-Sit (fwd or bwd entry) |
Bwd corkscrew |
|
Fwd camel 8 revs
|
Bwd sit 4 revs |
Bwd camel catch 3 revs |
Thompson Spin 3 revs |
STAR 1-5 On and Off Ice Strategies
ON ICE: Examples of class content and stations
On-Ice Classes
Below are some examples that coaches may use to guide their skaters in on-ice classes. Coaches will be expected to expand and explore content as their sessions evolve and grow in skill development.
Strategies to Consider
Please note: To accommodate a variety of levels, coaches can use some of the following strategies:
- Assign different exercises to different levels of skaters
- Start with the simple exercises and allow all skaters to try all skills regardless of level
- Assign different lanes to each level (Highway lane format)
- Assign a continuous lane circuit for each level (Divided continuous lane format or a superimposed continuous lane format)
CONTINOUS LANES: (see definition in STAR 1-5 Terms and Definitions)
- Set the skills for each lane. Allow skaters to run it through a couple of times then add onto or change the skills in each lane
- Allow skaters at different levels to do the skill appropriate for them in each lane. For example, STAR 1-2’s could be doing forward 3-turns in a lane, while STAR 3 & up skaters could perform backward 3-turns in the same lane.
HIGHWAY LANES: (see definition in STAR 1-5 Terms and Definitions)
- Add music for rhythm and/or interest
- Start with simple skills and increase difficulty on each restart or every other restart
- Could separate different levels of skaters into different lanes or allow them to be integrated into whole group
- Could use “return to start” path along the perimeter of the ice as a rest area where skaters can skate back to start at leisure, or as a place to put another skill to practice or use as a stretch.
The following charts and diagrams are examples of skills, exercises or drills that can be used in many different classes for different purposes. The information below is meant to be used as a resource or guide. Coaches are encouraged to continue to explore these applications and create classes that fit the development needs of their skaters. Coaches are also encouraged to continue to add variety, challenge and fun into these classes to keep the skaters engaged and continually exposed to new skills or exercises. This will increase the effectiveness and support a well-rounded development training environment.
General Warm Up
|
Objective: - To warm up the body (increase blood flow and body temperature) - To re-establish skating balance on blades and reinforce connection with the ice - To warm up rotational exercises to prepare skaters for the session |
|||
|
Sample exercises to warm up body temperature (Fwd & Bwd) |
Sample exercises to re-establish blade balance and pressure (Fwd & Bwd) |
Sample rotational exercises |
Formats that can be used |
|
Running (using full blades) Running crosscuts Deep knee bend sculling Sculling with jumps Fast skating |
2 foot slaloms 2 foot slaloms with jumps 1 foot slaloms Quick edges Lunges with body twists |
Sculling with rotational jumps Twizzles BO 3-turn/MoHawk/Landing position |
· Continuous lanes · Highway lanes · Perimeter lanes · Open class |
Power ClassPower Class
|
Objective: - To develop more power on pushing and acceleration - To increase the comfort level of the skater at higher speeds |
|||
|
Sample exercises to increase power on pushes |
Sample exercises to comfort level at higher speeds |
Formats that can be used |
|
|
Running crosscuts Power crosscuts Deep edge slaloms (2 ft and 1 ft) Deep knee sculling
|
Power Edge Turn exercises: - 3-turns - MoHawks Quick edges Crosscut, swing change of edge Crosscut, swing change of edge, 3-turn |
Power crosscuts Power jumps Power field moves Power presentation Russian stroking Power 3-turns into jumps |
Highway lanes Perimeter lanes Open class Structured class Open class |
Edge/Turn Class*
*All edges and turns will be taught in “figure form” in the STAR 1-5 Skills program. Using this form in your classes may help skaters establish basics for that discipline. Power and presentation can be added as skaters acquire a strong foundation in the basics.
|
Objective: - To teach, develop and reinforce proper technique for all edges and pushes - To teach, develop and reinforce proper technique for all turns |
||||
|
Sample edge development skills |
Sample turn development skills |
Formats that can be used |
||
|
FO edges FI edges BO edges BI edges Forward change of edges Backward change of edges |
Slaloms (2 ft and 1 ft, Fwd & Bwd) Quick edges (FI & BI) Cross rolls (FO & BO) Change of edges with turns 1 foot slaloms with turns |
Forward 3-turns FI MoH/BO 3-turns BI 3-turns/FI MoH FO 3-turn/BI 3-turns FI 3-turn/BO 3-turns Forward double threes Backward double threes |
BO 3-turn/FI MoH/BO edge FO & FI Twizzles BO & BI Twizzles 2 ft or 1 ft multi turns FO bracket/BO bracket FI bracket/BI bracket |
Continuous lanes 4 lane highway Perimeter lanes |
Dance Steps Class
|
Objective: - To teach, review and develop power in dance steps |
|||
|
Sample Dance Steps |
Formats that can be used |
||
|
Swing Rolls (fwd & bwd) Progressives (fwd & bwd) Chasses (fwd & bwd) Slide Chasses Progressive – Swing Roll sequence (cw & ccw) |
Cross rolls 3-turns (closed feet) FI MoH (closed or open) Swing change of edge Any combination of steps used in dances |
Coaches can play different dance music to explore different timing and rhythms of: - Waltzes - Tangos - Swings - Fox trots - Contemporary Music |
Continuous lanes Highway lanes Perimeter lanes
|
Field Move Class
|
Objective: - To introduce, teach and develop a variety of field moves |
||
|
Sample Field Moves |
Formats that can be used |
|
|
Forward spirals Backward spirals Blade catch spirals (fwd & bwd) Y- Spirals (fwd & bwd) Drags (fwd & bwd) |
1 foot sit glides (fwd & bwd) Spread eagles (bent legs, straight legs) Ina Bauers Pivots Hydro blading Intermediate positions |
Continuous lanes 4 lane highway Perimeter lanes Open class |
Creative Movement Class
|
Objective: - To teach, develop and explore different ways to move to music - To encourage the development of projection and interpretation relating to mood or energy of the music |
||
|
Sample creative movement exercises: |
Formats that can be used |
|
|
Play a piece of music and ask skaters to: - Move only one body part while gliding (elbows, head, hands, hips, etc.) - Use all of their blades to move (toe picks, heels, etc.) - Move only in a designated level (low, med or high) - Portray the mood of the music in their movements (happy, sad, sly, excited, etc.) - Combine some of the above, for example: Focus on hand movements, while on toe picks, feeling excited. |
Using props or partners: - Mimic actions - Transfer movement or energy - Mirror actions
Using a piece of music have skaters act out a story
Explore different genres, styles and themes: - Western, Spanish, Rock n Roll, etc. - Classical, Pop, Alternative, etc.
|
Highway lanes Continuous lanes Structured class Open class |
Structured Class
Have the skaters start anywhere on the ice and instruct them to move as if the music is telling them what to do.
Examples:
- Sharp music could be interpreted by sharp, quick movements
- Softer music could be interpreted with slower more flowy movements.
- Fast music could be interpreted with more speed or faster movements. The opposite could apply for slow music.
Coaches can also instruct the skaters to use different levels, body parts, emotions and projection points to increase awareness and range of motion.
General Cool Down
|
Objective: - To encourage and teach skaters the value of a proper cool down - To promote flexibility and good maintenance of muscles |
||
|
Sample cool down exercises |
Formats that can be used |
|
|
Forward drags Moving hamstring stretch (fwd or bwd) Pancake/Tuck sit stretch Catch spirals Y-spirals Moving quad stretch |
Deep breaths with sculling and giant arm circles
Gliding with good posture neck stretches
Deep breath, full extension upwards to exhale and low crouch with a rounded back |
Continuous lanes Highway lanes Perimeter lanes Structured class |
Warm Up
Power
Edges and Turns
Dance Step Class
Field Moves
Creative Movement Class
Cool Down
Stations
The purpose of a STATION is to:
- Give skaters guidance for their practice time
- Ensure skaters are practicing and focusing on the correct areas of their training
- Remind skaters about key points or progressions to be used on a daily basis
- Build good training habits for self-directed practice later in development
IDEAS for STATION CONTENT (general): Coaches are encouraged to use pictures, diagrams or drawings to help reinforce teaching points, key area of focus or daily mission. Below are some ideas. Coaches are expected to customize their stations to meet the needs of their session and skaters.
|
JUMP STATION |
SPIN STATION |
PROGRAM STATION |
FIELD MOVE STATION |
CHALLENGE STATION |
DANCE STATION |
SKILLS STATION |
|
Jumps Jump combos Jump exercises Landings Jumps in program Jumps with speed Jumps with distance Jumps with height Walkthroughs
|
Basic spins Change foot spins Flying spins Spin variations Combo spins Fun spins Intermediate spins
Focus areas: - Speed of spin - Centering - Positioning |
Perform program and focus on: - Presentation - Speed - Landings - Spins
|
List of all field moves with pictures.
Focus areas: - Speed - Arms - Presentation - Variations - Hold for 5 seconds |
A fun station that can explore many areas: - Split jumps - Spins held for 5 rotations - Mazurkas - Spinning or jumping the other way |
Dance steps
Dance patterns
Shadow dance with another skater
|
Edges Turns
Stroking exercises |
IDEAS for STATION CONTENT (specific):
Coaches may also decide to use stations as part of a specific session. Below are some ideas to identify different stations that could be used on specific sessions.
|
Dance Session |
Skills Session |
Jump Session |
Spin Session |
Field Move Session |
|
Dance Step Station - Review and practice dance steps
Dance Pattern Station - Practice , review dance pattern
Music Station - Perform dance to music (solo, shadow or partner) |
Edge Station - All edges and change of edges, circle on circle exercises - Could use a full ice circuit
Turn Station - All turns - Could draw them on the ice to follow
Stroking Station - All stroking exercises - Can use assessment or practice pattern
Field Move Station - All field moves
|
Power Jump Station - Each jump 3 times - As much speed as possible - Hold landings for 3 sec
Combo Jump Station - All jumps with loop on end - All jumps with toe loop on end - Add loop/loop to all - Add toe/toe to all
Developing Jump Station - Walkthroughs - Attempts from standstill - Etc. |
Basic Spin Station - Review, practice all basic spin positions - Try to hold for 3-4 rotations
Change Foot Spin Station - Practice all basic spins with a change of foot. - Can do forward or backward entry
Combo Spin Station - Give skaters a list of combo spins to try, practice
Flying Spin Station - Practice flying spins listed
Variation Spin Station - Provide a list of variations to explore |
Spiral Station - All spirals held for 5 seconds on curves - Add a different arm position for each spiral - Perform spiral, drop leg, lift leg, drop leg, repeat - Assisted spirals (catch blade spirals)
Ina Bauers and Spread Eagles - Inside CW & CCW - Outside CW & CCW - Add speed, lean, arms
FUN Moves - 1 foot sit glides - Y-Spirals - Hydro blading - Etc. |
OFF ICE CLASSES: Examples of class content
Below are some examples that coaches may use to guide their off ice classes. Coaches will be expected to expand and explore content as their sessions evolve and grow in skill development.
STRATEGIES and TIPS for off ice classes:
- Skaters should have good foot wear on to give the feet proper support
- Multiple spaces can be utilized. Consider using hallways, lobbies, dressing rooms, fields, meeting rooms, stair ways, gymnasiums etc. If spaces can be found with rubberized flooring, this is best.
- All off ice classes should be supervised for safety
- Skaters may perform off ice warms and cool downs on their own after they have been trained on the proper exercises and expectation of conduct.
Off ice jump class
|
Objective: - To introduce and develop awareness, rotational axis and vertical launch. - To teach and develop technique for on ice jump |
||
|
Sample off ice jump exercises (basic) |
Be sure skaters have: |
|
|
2 foot vertical jumps - No rotation - ½ rotation - Full rotation - 1 ½ rotations - 2 rotations
Focus on good body alignment, rotation initiating from hips. Maintain level head and shoulders, controlled arms and straight legs in the air |
Stationary landing position Walk through of all jumps (focusing on proper positioning) Jump throughs (same as a walk through with a quick launch to the rotating position, finishing rotation on the floor) Perform all jumps (with control and landings)
Coaches are encouraged to use many other coordination type exercises good for off ice jump classes while maintaining a strong core.
|
- Enough room to move freely - Wear proper foot attire (good running shoes) and athletic attire |
|
To work on explosive power, coaches can use jump rope and stair training to increase vertical launch.
Sample jump rope exercises: - Keeping arms at sides and legs straight; use ankles and toes to jump rope maintaining good posture. - Add challenge by jumping on one foot, then the other (can cross ankles into rotating position) and attempting doubles (one jump with rope going around the skater twice)
Sample stair exercises: - Using a flight of stairs, have skaters spring up the stairs focusing on extension of ankles. - Coaches can add challenge by instructing skaters to skip 1 step and then 2 steps. Skaters can also do two foot jumps on each step, then skip 1 step, then 2 steps. This exercise can also be done on one foot, then the other foot. |
||
Off ice warm up (general)
|
Objective: - To introduce and develop warm up strategies - To ready the skaters for the on ice session while enhancing their strength, coordination, flexibility and awareness |
||
|
Sample warm up exercises (basic) |
Be sure skaters have: |
|
|
5 mins of general cardio (jump rope, running, stairs, etc.) Running backwards “h” hops Karaoke (grapevine) both ways Side gallops |
Arm circles (forwards, backwards) Leg swings (forward, back, and side) Anything from off ice jump Coordination type exercises |
- Enough room to move freely - Wear proper foot attire (good running shoes) and athletic attire |
Mental Prep (general)
|
Objective: - The objective of this class is to introduce the skaters to mental training strategies that will benefit their preparation and practice on the ice. |
||
|
Coaches can introduce exercises to teach awareness in the following areas: |
Additional resources: |
|
|
Goal Setting Relaxation Visualization Session planning |
Focus and refocus Coping strategies for frustration and fear Positive/Effective self-talk Yearly planning |
- Coaches may want to set up training books for the skaters (see Appendix D) - There are many books, articles and videos available to help guide coaches. |
Sample additional off ice classes:
|
Objective: - To introduce the skaters to a variety of ways to move and strengthen their bodies and minds |
||
|
Ideas include (but are not limited to): |
||
|
Yoga Pilates
Health and Wellness - Nutrition, sleep, mindfulness, self-esteem, etc. |
Fitness - Strength training - Flexibility - Agility - Plyometrics - Balance |
Dance - Ballet, Modern, Jazz etc
Theatre - Drama, projection, confidence |
Descriptions and Standards - SKILLS
Continuum of Development
|
Criteria |
Advance Stage of Development |
Moderate Stage of Development |
Early Stage of Development |
|
Edge Quality: Quality of edge |
· Fully defined edges · Consistent balance |
· Moderately defined edges · Generally balanced |
· Weak edges and/or · Inconsistent or weak balance |
|
Technique: Proper mechanics demonstrated |
· Pushes from side of blade · Equal thrust on both feet in crosscuts · Correct knee action |
· Generally, pushes from side of blade · One dominant thrust may be evident · Some knee bend evident |
· Thrust technique not properly executed · Little knee bend – stroking choppy · Some toe-pushing may be evident |
|
Execution: Balance, control, agility |
· Skates on true edges · Strong body lean demonstrated · Skater has consistent balance |
· Edges of moderate quality · Some body lean demonstrated · Generally balanced |
· Weak edges and wobbles · Little to no body lean demonstrated · Balance inconsistent or weak |
|
Power: Ability to generate and maintain speed |
· Demonstrates ability to accelerate and maintain speed |
· Demonstrates reasonable maintenance of speed |
· Skater seems slow · Unable to generate and maintain speed · Movements may seem laboured |
|
Position: Quality of positions in field moves |
· Solid posture maintained · Full free leg extension (Spiral) |
· Slight break in posture · Partial free leg extension (Spiral) |
· Significant break in posture · No free leg extension (Spiral) |
|
Duration: Length of position
|
· Able to maintain position for 3 seconds or more (on each foot Spiral circle or sequence)
|
· Able to maintain spiral position for 3 seconds on one foot and second foot for no less than 2 seconds (Spiral circle or sequence) · Able to hold Field Move position for 2 seconds or more |
· Unable to hold spiral position on either foot for 2 seconds · Holds field move position for less than 1 second |
NOTE: All edges and turns in the STAR 1-5 program are to be performed using "figure form". Please review the definition of figure form before teaching these elements to the skaters.
SKILLS |
||
Skill |
Description |
Minimum Performance Standard |
STAR 1 |
2 of 3 of the criteria listed |
|
|
Forward edges |
Starting from a standstill, skater pushes off onto FO or FI edge. Using a line for axis across the width of the ice, the skater will execute a series of lobes on designated edge using blade pushes. Once the skater has reached the other end of the ice, they will return across the width by performing a series of forward lobes on the opposite edge. Skaters are required to perform edges with “figure form” in a controlled manner. |
Must perform a min of 4 FO edges and 4 FI edges
Reason able for level: - 75% of pushes from the blade (3 of 4 edges) - Reasonable control |
|
Forward 3-turns
|
Starting from a standstill, a glide or a set number of prescribed steps, the skater may choose foot and starting edge as they perform a forward 3-turn. The skater may or may not return to a standstill position for the subsequent turns. Demonstrating “figure form”, the skater must demonstrate a 2 second glide entering and exiting the turn. The skater may perform the turns in any order and must demonstrate unweighting during each turn.
A 3-turn is a 180 degree turn on one foot that is executed by rotating towards the center of the lobe (circle) and stays on the same lobe (circle). |
All 4 forward turns must be performed
Reasonable for level: - Solid lean on 50% or more - 75% of turns demonstrating a 2 second glide in and out of turn (3 of 4 turns) - Reasonable control
|
|
Forward Inside MoHawk Turn Sequence
|
Using a line for an axis, skaters may start from a standstill or a glide and may choose starting foot. Push onto a forward inside edge to perform a FI Mohawk. From the BI edge, step onto the same lobe with the opposite foot to execute a BO edge. Hold this edge to the axis line. At the line, change lobes and step forward onto an inside edge to perform the same sequence on the opposite foot. The skater should aim to perform the FI Mohawk on the 1st ½ of the lobe, leaving the last ½ of the lobe to hold the BO edge. Blade pushes should be used throughout. |
Must perform a min of 4 sequences (2 on each foot)
- 75% of sequence demonstrating proper turn and pushing technique (3 of 4) - Reasonable acceleration and knee action - Stable for 75% of exercise (3 of 4) |
|
STAR 1 Stroking (Basic) |
Starting from forwards skating, the skater will complete a large circle of forward crosscuts at one end of the ice (between blue line and goal line) in either clockwise or counter-clockwise direction. After one full circle, the skater will then skate off the circle at the next corner to execute a series of blade pushes across the ice diagonally to the opposite corner. At this corner the skater will perform at 3-turn or FI Mohawk to turn backwards. The skater will then skate a full circle of backwards crosscuts and come out of the next corner to execute a backward push/glide sequence across the ice diagonally to the opposite corner.
This pattern is called X & O and will be used throughout the STAR 1-5 program.
Skaters must practice this in both starting directions (CW and CCW). |
One full pattern must be performed. Skater may choose starting direction.
- 75% of exercise demonstrating proper pushing technique (fwd and bwd) - Reasonable acceleration and knee action - Stable for 75% or more of the exercise |
|
Forward Spiral Circles
|
Skaters may start in clockwise or counter clockwise direction. Skating on a large circle forwards, skaters will gain enough speed to execute a forward spiral on their leg of choice. After holding the spiral for as long as they can, they may skate around the same circle with as many steps as they like and perform another forward spiral on the opposite foot. This exercise must then be repeated in the opposite direction. |
All 4 forward spirals must be performed. (RFO, LFO, RFI, LFI)
- Reasonable body line - Min of 1 spiral per foot at hip level or higher for 1 second or more - Reasonable control and edge quality (no straight lines)
|
|
Field move of choice
|
Forward 1-foot sit glide: (formerly shoot the duck) A one-foot movement in which a skater travels along the ice with one leg in a strongly bent position and the other leg directed forward parallel to the ice. - Skater must demonstrate a 90-degree angle or more on the skating foot
Ina Bauer: A two-footed movement in which the skater travels along the ice with one foot on a forward edge/tracing and the other on a matching backward edge behind the skater running parallel to the forward tracing. Spacing between the edges/tracings should be greater than 24 cms. The more proficient the skater becomes at this move, the greater the distance between the tracings. - May be on a straight line or inside curve Spread eagle: A curving, two-footed movement in which the skater skates with one foot on a forward edge and the other on a matching backward edge on the same curve (ex. outside/outside or inside/inside). - May be performed on an inside or outside edge. Some knee bend permissible
|
Only 1 field move (skaters’ choice) to be performed
- Reasonable body line - Position held for 1 second or more - Reasonable balance & control |
STAR 2 |
Criteria marked with an (*) is mandatory for passing standard |
|
|
Backward edges |
Starting from a standstill, skater pushes off onto BO or BI edge on either the left or right foot. Using a line for axis, the skater will execute a series of lobes on the designated edge using c-pushes. Once the skater has reached the other end of the ice, they will return to their start by performing a series of lobes on the opposite edge. Skaters are required to perform edges with “figure form” in a controlled manner. |
Must perform a min of 4 BO edges and 4 BI edges
Reasonable for level - *Solid body lean on 50% or more - 75% of pushes from the blade (3 of 4 edges) - Reasonable control |
|
Backward 3-turns |
Starting from a standstill, a glide or a set number of prescribed steps, the skater may choose foot and starting edge. The skater may or may not return to a standstill position for the subsequent turns. The skater must demonstrate a 2 second glide entering and exiting the turn using "figure form". The skater may perform the turns in any order and demonstrate some unweighting during each turn. |
All 4 backward 3 turns must be performed
Reasonable for level: - *Solid lean on 50% or more - 75% of turns demonstrating a 2 second glide in and out of turn (3 of 4 turns) - Reasonable control
|
|
Forward circle on circle |
Starting from a standstill, the skater may start with the left or right foot, outside or inside edge. The skater performs one blade push onto an edge and holds that edge for a full circle. During that circle the skater should display figure form and move the body in a quiet and controlled manner. For example; after the push off, the free foot should come towards the skating leg in a “toe to heel” position for the 1st half of the circle, during the 2nd half of the circle the free foot will then move to the front of the skating foot in a “heel to toe” position demonstrating "figure form". This transition should be performed with a stable core and in a controlled manner. Once the skater has completed the 1st circle on one foot/edge, they will then perform another blade push to complete a 2nd circle approximately the same size and pattern as the 1st circle, thus creating a “circle on circle” exercise.
|
Two complete circles (one on each foot) on different edges.
Reasonable for level: - *Solid body lean on 50% or more - Pushes from the blade - Reasonable control
Skaters may choose direction for assessment. |
|
2 foot & 1 foot multi turns |
Starting from backwards skating, the skater will perform 2 hip-twist like turns on two feet in one direction and then push backwards to perform 2 hip twist like turns in the opposite direction. These turns are exactly like the 2 foot multi turns from Stage 6 CanSkate. After the skater has executed 2 sets of 2 foot turns, the skater will then push onto a BI edge to perform 2 – 1 foot turns of the same nature in one direction (3-turn/bracket) and then push onto the opposite foot for another BI entry to 2-1 foot turns in the other direction |
1 complete set of: - 2 2ft turns one way - 2 2ft turns the other way - 2 1ft turns one way - 2 1ft turns the other way
Reasonable for level: - *75% of turns correct - *75% of pushes with blade - Reasonable knee action - Stable for 75% or more of the exercise |
|
Forward outside turn sequence
|
Starting from a standstill or forward skating the skater will execute FO 3-turn, backward crosscut on one lobe and then change lobes to execute a FO 3-turn, backward crosscut on the opposite lobe. The skater will repeat this sequence to perform a total of 2 RFO 3-turns and 2 LFO 3-turns. The skater may start the exercise on their foot of choice. An example of the turn sequence is: RFO-RBI 3turn, LBO-RBI crosscut, LFO-LBI, RBO-LBI crosscut… |
4 complete sets completed (2 on each foot)
Reasonable for level: - *75% of turns must demonstrate solid edge in and out - 75% of pushes must be executed correctly - Reasonable knee action - Stable for 75% or more of the exercise |
STAR 3 |
||
|
STAR 3 Stroking (Power) |
Starting from forwards skating, the skater will complete a large circle of forward crosscuts at one end of the ice (between blue line and goal line) in either clockwise or counter-clockwise direction. The crosscuts will be performed using the “tempo” pacing of 2 crosscuts with 4 – 2 beat pushes and 4 crosscuts using 8 – 1 beat pushes. The skater repeats this tempo of crosscuts for an entire circle and continues until they have reached the corner of the ice to start their X pattern. The 1st part of the X is executed by performing a 2-foot forward slalom to the mid line (red line) of the ice. At the mid line, the skater will then shift the slalom to 1 foot for the remaining of the X which will proceed diagonally to the opposite corner. At this corner the skater will perform at 3-turn or FI Mohawk to turn backwards. The skater will repeat this exercise with a backward tempo crosscut circle and a backward 2-foot slalom to 1-foot slalom across this ice diagonally. Skaters must practice this in both starting directions (CW and CCW). The 1-foot slalom part of this exercise should be trained on both feet in both directions. For the assessment, the skater may choose their foot for both forwards and backwards.
|
One full pattern must be performed. Skater may choose starting direction
Reasonable for level: - *Acceleration and knee action - 75% of exercise demonstrating proper pushing technique (fwd and bwds) - Stable for 75% or more of the exercise |
|
Forward spiral circles
|
As in STAR 1, skaters may start in clockwise or counter clockwise direction. Skating on a large circle forwards, skaters will gain enough speed to execute a forward spiral on their leg of choice. After holding the spiral for as long as they can, they may skate around the same circle with as many steps as they like and perform another forward spiral on the opposite foot. This exercise must then be repeated in the opposite direction. |
All 4 forward spirals must be performed. (RFO, LFO, RFI, LFI)
Reasonable for level: - *Body line, 1 spiral per foot hip level or higher - 1 spiral must be held 3 seconds or more and other spiral must be held for no less than 2 seconds - Reasonable control and edge quality (no straight lines)
|
|
Field move of choice
|
Backward 1-foot sit glide: See description in STAR 1 (Fwd 1-foot sit glide) - Skater must demonstrate a 90-degree angle or more Forward Y Spiral: Skater holds free leg by the skate or blade to side to create a Y stance. - Free foot to reach shoulder height or higher Spread eagle: See description in STAR 1 - May be performed on an inside or outside curve with straight legs. Ina Bauer: See description in STAR 1 - Performed on a straight line or a curve facing outside
|
Only 1 field move to be performed
Reasonable for level: - *Body line - Position held for 2 seconds or more - Reasonable balance & control |
STAR 4 |
||
|
Forward brackets |
Starting from a standstill, a glide or a set number of prescribed steps, the skater may choose foot and starting edge as they perform a forward bracket. The skater may or may not return to a standstill position for the subsequent turns. Demonstrating “figure form”, the skater must demonstrate a 2 second glide entering and exiting the turn. The skater may perform the turns in any order and must demonstrate unweighting during each turn.
A bracket is a 180 degree turn on one foot that is executed by rotating away from the center of the lobe (circle) and stays on the same lobe (circle). |
All 4 forward turns must be performed
Reasonable for level: - *Solid lean on 50% or more - *75% of turns demonstrating a 2 second glide in and out of turn (3 of 4 turns) - Reasonable control, balance, form and agility |
|
Backward brackets |
Starting from a standstill, a glide or a set number of prescribed steps, the skater may choose foot and starting edge. The skater may or may not return to a standstill position for the subsequent turns. Keeping the toe of the free leg close to the heel of the skating leg, the skater must demonstrate a 2 second glide entering and exiting the turn demonstrating "figure form". The skater may perform the turns in any order and demonstrate some unweighting during each turn. |
All 4 backward turns must be performed
Reasonable for level: - *Solid lean on 50% or more - *75% of turns demonstrating a 2 second glide in and out of turn (3 of 4 turns) - Reasonable control, balance, form and agility
|
|
Forward double threes |
Starting from a standstill, a glide or a set number of prescribed steps, the skater may choose foot and starting edge. The skater will perform a forward 3-turn followed by a backward 3-turn on the same lobe. The skater may or may not return to a standstill position for the subsequent turns. Keeping the free leg close to the skating leg in "figure form", the skater must demonstrate a 2 second glide entering and exiting EACH turn. The skater may perform the turns in any order and demonstrate some unweighting during each turn. |
All 4 forward turns must be performed
Reasonable for level: - *Solid lean on 50% or more - *75% of turns demonstrating a 2 second glide in and out of turn (3 of 4 turns) - Reasonable control, balance, form and agility
|
|
Backward circle on circle |
Starting from a standstill, the skater may start with the left or right foot, outside or inside edge. The skater performs one “C” push onto an edge and holds that edge for a full circle. During that circle, the skater should display "figure form" and move the body in a quiet and controlled manner. For example: After the push off, the free foot should be lifted off the ice and be held in a “heel to toe” position in front of the skating foot for the 1st half of the circle, during the 2nd half of the circle the free foot will then move to the back of the skating foot in a “toe to heel” position. This transition should be performed with a stable core and in a controlled manner. The upper body may need to rotate as well moving the arms and head separately to encourage balance and control. Once the skater has completed the 1st circle on one foot/edge, they will then perform another “C” push to complete a 2nd circle approximately the same size and pattern as the 1st circle, thus creating a “circle on circle” exercise.
|
Two complete circles (one on each foot) on different edges.
Reasonable for level: - *Solid body lean on 50% + - *Pushes from the blade - Reasonable control, balance, form and agility
Skater must draw for direction. |
|
Forward change of edges |
Starting from a standstill or small glide, the skater steps onto a FO edge at a line to create a lobe, as the skater approaches the line again, they will prepare to change their edge and lobe at that axis by ensuring the free foot is in front of the skating foot and the skating side arm is leading. At the axis (line), the skater will shift their lean to the new lobe while moving their free foot behind their skating foot. The new edge will match the symmetry of the 1st edge, and be held until the axis (line). At the line, the skater will push onto the other foot to create a FI edge and prepare for the change by bringing the free foot in front of the skating foot, lead with the free arm and repeat the technique above to perform another change of edge. The skater will then stop and repeat the exercise on the opposite foot on the way back, demonstrating "figure form" throughout.
The change of edge should be executed in a manner that sees the skater progressively travel down the ice without “back tracking” or performing an “S” change. There should be clear edges entering and exiting the change of edge to ensure that the change is not diagonal. |
All 4 forward change of edges must be performed
Reasonable: - *Solid body lean on 50% + - *Pushes from the blade - Reasonable control, balance, form and agility
|
STAR 5 |
||
STAR 5 stroking 1**(quick edges)(insert pic) |
Starting from forwards skating, the skater will complete a large circle of forward crosscuts at one end of the ice (between blue line and goal line) in either clockwise or counter-clockwise direction with power. Once the skater has completed 1 full circle, they will continue doing crosscuts to reach the corner of the ice where they will begin the 1st exercise of the X pattern. The 1st exercise of the X pattern is a series of quick FI edges executed by the skater transferring their weight by sliding the free foot to the front of their body. There is no “push” in this manoeuvre, as the skater generates the power by using their knee bend and unweighting during each weight transfer. Once at the opposite end of the rink, the skater will perform a 3 turn or Mohawk to repeat the exercise backwards. For the backward inside edges, the skater will transfer their weight by unweighing and taking their free leg off the ice towards the back of their body. Again, the push is generated by the depth and pressure on the edge and the unweighting action during the weight transfer from foot to foot.
|
One full pattern must be performed. **Skater draw for starting direction
Reasonable for level: - *75% of exercise demonstrating proper pushing technique (fwd and bwds) - *Acceleration and knee action - Stable for 75% or more of the exercise |
|
STAR 5 stroking 2 (backward slalom) (insert pic) |
Using the X & O pattern and starting from forwards skating, the skater will start the circle portion of this exercise with a FI Mohawk and execute a step-push sequence consisting of: FI Mohawk, backward crosscut, BO 3-turn, FI Mohawk, backward crosscut, BO 3-turn. The skater will continue this sequence until they reach the exit point to start the diagonal pattern of the X consisting of a backward 1-foot slalom on their foot of choice. At the opposite end of the rink, the skater will perform the FI Mohawk, backward crosscut, BO 3-turn exercise in the opposite direction for a full circle, exiting at the opposite corner to perform a backward 1-foot slalom on the opposite foot. |
One full pattern must be performed. Skater may choose starting direction
Reasonable for level: - *75% of exercise demonstrating proper pushing technique (fwd and bwds) - *Acceleration and knee action - Stable for 75% or more of the exercise
|
|
Spiral sequence
|
As defined in the STAR 5 Technical Package for the current year.
|
Two spirals must be performed
Reasonable for level: - *Body line, 1 spiral per foot hip level or higher - *1 spiral must be held 3 seconds or more and other spiral must be held for no less than 2 seconds - Reasonable control and edge quality (no straight lines) |
Content & Training - SKILLS
The following has been compiled to give coaches some resources and rationale for skill placement and training strategies in each discipline. Please note that all skills regardless of discipline can be trained on any session. It is not mandatory to segregate disciplines into different sessions. For easy training accessibility, it is recommended to allow skaters to train all areas of the STAR 1-5 program on the same session.
SKILLS
NOTE: The *practice pattern for the X & O Stroking Exercises is to be skated on full ice. The circle portions are to remain in the same place as the assessment pattern. Exercises designed for the X portion would be performed along the outside perimeter of the rink. Skaters must practice this pattern in both directions to ensure the forwards and backward circles are trained in both CW (clockwise) and CCW (counter clockwise) directions.
STAR 1 Skills
- is designed to be acquired within 3-9 months of achieving skills in Stage 6 of CanSkate. The success of this goal will largely depend on the quality of skills taught in Stage 5 & 6 as well as the program delivery and frequency in the club’s STAR 1-2 program. STAR 1 skills introduce skaters to basic philosophical foundations of quality skating.
All edges and turns in the Skills Program will be taught in “figure form” to allow skaters to develop an understanding of:
- Balance point on the blade
- Controlled body movement
- A still and strong core
- Proper turning technique
NOTE: There is no mandatory criteria required for assessment at this level as it is “developmental”. As the entry level, skaters will be encouraged to achieve proper technique. The allowance of “no mandatory criteria” has been identified as skaters will repeat all of these skills in subsequent levels, therefore continuing their development. Coaches are encouraged to include these skills in every day routines, for example: Edge & Turn classes, Warm Up routines, etc. Reaching the GOLD standard of performance whenever possible, is the goal of the STAR 1-5 program.
|
STAR 1 - Skills |
Rationale/progression: |
Strategies to train this skill include: |
|
Fwd Edges |
These edges will become the foundation for many skills in figure skating including spin entries and dance steps. Teaching a quiet posture with controlled, close movements will encourage good balance and constant lean. |
- Incorporating into edge/turn classes - Using a circuit in lesson time - Using the goal, blue or red line for axis |
|
Fwd 3-Turns |
Adding onto the technique already learned in CanSkate, skater will be taught to extend entry and exit edge length, as well as gather the body into figure form for more control. This skill will continue to be developed throughout the STAR 1-5 program as it is used in many, many other skills. |
- Incorporating into edge/turn classes - Using a circuit in lesson time (ensure drawings encourage a 2 second glide in and out of the turn) |
|
FI MoH Turn Sequence |
This skill helps instill equality of movement in both directions (agility) and builds on the mohawk taught in CanSkate. Figure form is not expected in this skill. |
- Incorporating into edge/turn classes - Using a circuit in lesson time - Using the goal, blue or red line for axis
|
|
STAR 1 Stroking (Basic) |
The 1st stroking exercise in the STAR 1-5 program will focus on proper crosscut technique both forwards and backwards, again expanding on technique learned in CanSkate. Forwards and backwards push-glide sequences are also the focus, concentrating on correct pushing technique. |
- Incorporating into a power class - If used in a power class, coaches can choose to have all skaters try all stroking exercises, or have each skater work on the exercise closest to their level of development. - Delivering content in a small group format - Using the *practice pattern to practice on session without interruption of session flow. If using this pattern, be sure to practice both directions. |
|
Fwd Spiral Circles |
This may be the 1st time skaters will be introduced to spirals on an edge. This skill allows skaters to work on balance and flexibility on both feet and edges. Spirals will be a constant in the STAR 1-5 program and should be trained regularly. Skaters are encouraged to work on circles that are larger than hockey circles. |
- Incorporating into a field move or cool down class. Explore ways to work on curves - Delivering content in small group format - This skill can be trained on a straight line as a progression or challenge, however assessment must be on a circle. - |
|
Field Moves |
This skill grouping is designed to expose skaters to the range of motion required for some skills in this area. Both the 1-foot sit glide and spread eagle build on the techniques learned in the CanSkate program. The introduction of the Ina Bauer expands on the spread eagle skill set. Be sure to have skaters practice all skills in all directions and on both feet. They will be required to choose one for assessment purposes. |
- Incorporating into a field move or cool down class. - Delivering content in small group format - These skills can be trained on a straight line as a progression or challenge. |
STAR 2 Skills
- introduce skaters to concepts that have not been fully developed at previous levels. Figure form will play a big part in some of these skills.
NOTE: For every skill, one criteria has been identified as “mandatory”. Coaches need to be familiar with this mandatory criterion as it is necessary to be achieved to reach an overall passing rating for each skill. Be mindful that not all skills need to achieve this rating to pass the entire assessment.
|
STAR 2 - Skills |
Rationale/progression: |
Strategies to train this skill include: |
|
Backward Edges |
These edges will expand on the BO and BI slalom learned in CanSkate. Coaches will teach the proper pushes required to initiate power from a stand still (c-pushes) as well as the technique needed to step onto a BO or BI edge. Teaching a quiet posture with controlled, close movements will encourage good balance and constant lean. |
- Incorporating into edge/turn classes - Using a circuit in lesson time - Using the goal, blue or red line for axis
|
|
Backward 3-Turns |
This is a new skill for skaters. Building on the forward turning technique and backward edge acquisition, coaches will concentrate on teaching the technique of the turn. This skill will be used in many applications moving forward in the STAR 1-5 program. Teaching a quiet posture with controlled, close movements will encourage good balance and constant lean. |
- Incorporating into edge/turn classes - Using a circuit in lesson time (ensure drawings encourage a 2 second glide in and out of the turn) - Using solid progressions, assistance and repetition. Skill can have steps leading into entry of the turn to assist skater with flow and momentum. |
|
Forward Circle on Circle |
This is a new skill for skaters and is positioned here to expose skaters to the challenge of holding a sustained edge for a 360-degree curve. Coaches will teach the skater to hold a constant, equal lean while maintaining a quiet body to increase flow and edge quality. Proper pushing technique is essential on this skill. Skaters will train this skill in both directions (CW & CCW). |
- Placing multiple skaters on the same circle to practice at the same time. This can be easily done by placing the skaters at the third or quarter marks.
|
|
2-ft to 1-ft Multi Turns |
This skill is a direct progression from the 2-ft multi turns on Stage 6 in CanSkate. Skaters will expand on their knowledge by adding the same action and technique to turning on 1 foot. This is an advanced skill that is being brought to this level for development and exposure purposes. Skaters will need time to develop this technique. The technique learned here will assist the skater in preparation for jump take-offs, brackets and more. |
- Incorporating into an edge/turn or warm up class - Delivering content in a small group format - Using a circuit in lesson time |
|
FO Turn Sequence |
This skill helps instill equality of movement in both directions (agility) and builds on the forward 3-turns taught in STAR 1. Figure form is not expected in this skill. This skill is also used in the STAR 2 Freeskate Program. |
- Incorporating into edge/turn or warm up classes - Using a circuit in lesson time
|
STAR 3 Skills
- builds on skills learned thus far and encourages a greater level of development/performance.
NOTE: For every skill one criteria has been identified as “mandatory”. Coaches need to be familiar with this mandatory criterion as it is necessary to be achieved to reach an overall passing rating for each skill. Be mindful that not all skills need to achieve this rating to pass the entire assessment.
|
STAR 3 - Skills |
Rationale/progression: |
Strategies to train this skill include: |
|
STAR 3 Stroking (Power) |
This stroking exercise expands on crosscut technique by having the skaters generate power with a different tempo of crosscut. This will encourage power development from full thrusting and pushing technique. This exercise also expands on the 2-ft to 1-ft slalom learned in CanSkate. Skaters will be expected to generate and maintain power and flow through the slalom part of this exercise. Proper knee bend and twisting action will be imperative for success. This skill should be trained constantly starting at STAR 1 in edge/turn or warm up classes. |
- Incorporating into a power class - If used in a power class, coaches can choose to have all skaters try all stroking exercises, or have each skater work on the exercise closest to their level of development. - Delivering content in a small group format - 2-ft to 1-ft slalom may also be incorporated into edge/turn classes as a separate component in a lane or on the perimeter. - Using the *practice pattern to practice on session without interruption of session flow. If using this pattern, be sure to practice both directions. |
|
Fwd Spiral Circles |
This is the 2nd time skaters will perform this skill for assessment. The level of proficiency is higher than originally introduced at STAR 1. Skaters should be using a larger circle as well as demonstrate more speed and balance throughout. |
- Incorporating into a field move or cool down class. Explore ways to work on curves - Delivering content in small group format - This skill can be trained on a straight line as a progression or challenge, however assessment must be on a circle. |
|
Field Moves |
This skill grouping is designed to expand on the field moves introduced at STAR 1. Coaches will need to be mindful of safety strategies when delivering or practicing these skills. Performance of these skills should demonstrate a higher level of acquisition than STAR 1. Coaches are encouraged to include field moves into regular weekly training for solid development. |
- Incorporating into a field move or cool down class. - Delivering content in small group format - These skills can be trained on a straight line as a progression or challenge. - Training bwd 1-ft sit glides in lanes for safety purposes - Training skaters to stay slightly forward on Y-Spiral to activate core and maintain proper balance on blade |
STAR 4 Skills
- introduce skaters to concepts that have not been fully developed at previous levels. Figure form will play a big part in some of these skills.
NOTE: For every skill there are two criteria has been identified as “mandatory”. Coaches need to be familiar with these mandatory criteria as it is necessary to be achieved to reach an overall passing rating for each skill. Be mindful that not all skills need to achieve this rating to pass the entire assessment. The rationale for identifying two criteria is to ensure the quality development expected at this level is achieved.
|
STAR 4 - Skills |
Rationale/progression: |
Strategies to train this skill include: |
|
Forward Brackets |
This is a new skill for skaters. Building on the 2-ft to 1-ft multi turn technique, coaches will concentrate on teaching the technique of the bracket action. Technique for this skill will see skaters face outside the circle and turn away from the center while maintaining a solid lean toward the inside of the circle. This skill will be used in many applications moving forward in the STAR 1-5 program. Teaching a quiet posture with controlled, close movements will encourage good balance and constant lean. Coaches are encouraged to keep the 1-foot multi turns incorporated into warm up or edge/turn classes throughout the STAR 1-5 program. |
- Using stationary 1-ft scissor exercises - Incorporating into edge/turn classes - Using drawings on ice to show skaters length of edge and direction of turn - Using solid progressions, assistance and repetition. Skill can have steps leading into entry of the turn to assist skater with flow and momentum.
|
|
Backward Brackets |
This is a new skill for skaters. Building on the 2-ft to 1-ft multi turn technique, coaches will concentrate on teaching the technique of the bracket action. Technique for this skill will see skaters face inside the circle and turn away from the center while maintaining a solid lean toward the inside of the circle. This skill will be used in many applications moving forward in the STAR 1-5 program. Teaching a quiet posture with controlled, close movements will encourage good balance and constant lean. Coaches are encouraged to keep the 1-foot multi turns incorporated into warm up or edge/turn classes throughout the STAR 1-5 program. |
- Using stationary 1-ft scissor exercises - Incorporating into edge/turn classes - Using drawings on ice to show skaters length of edge and direction of turn - Using solid progressions, assistance and repetition. Skill can have steps leading into entry of the turn to assist skater with flow and momentum.
|
|
Forward Double Threes |
Building on both the forward and backward 3-turn technique, skaters will now combine both turns on the same lobe. This is a great skill to expand on control, rotational axis and edge quality. |
- Incorporating into edge/turn classes - Using drawings on ice to show skaters length of edge and lobe size - Using solid progressions, assistance and repetition. Skill can have steps leading into entry of the turn to assist skater with flow and momentum. |
|
Backward Circle on Circle |
Building on the forward circle on circle concept, coaches will teach skaters this skill backwards. This skill will emphasize the ability to hold a constant, equal lean while maintaining a quiet body to increase flow and edge quality. Proper pushing technique is essential on this skill. Coaches will be able to expand on backward pushing technique by focussing on the proper step down edge is executed quickly and correctly. Skaters will train this skill in both directions (CW & CCW). |
- Placing multiple skaters on the same circle to practice at the same time. This can be easily done by placing the skaters at the third or quarter marks.
|
|
Forward Changes of Edge |
At this level of development, it is quite probable that skaters have been introduced to change of edges in dance (Baby Blues or Fiesta). Skaters have also been performing change of edges in the 1-ft slaloms. This exercise allows coaches to teach the finer points of edge changes on both feet and both edges. Using figure form, skaters will be encouraged to focus on balance point, lean and symmetry of edges. |
- Incorporating into edge/turn classes - Using drawings on ice to show skaters length of edge and lobe size - Using the goal, blue or red line for axis. Can have several skaters on the line at the same time. |
STAR 5 Skills
- builds on skills learned thus far and encourages a greater level of development/performance.
NOTE: For every skill there are two criteria has been identified as “mandatory”. Coaches need to be familiar with these mandatory criteria as it is necessary to be achieved to reach an overall passing rating for each skill. Be mindful that not all skills need to achieve this rating to pass the entire assessment. The rationale for identifying two criteria is to ensure the quality development expected at this level is achieved.
|
STAR 5 - Skills |
Rationale/progression: |
Strategies to train this skill include: |
|
STAR 5 Stroking 1 (Quick Edges) |
This stroking exercise pushes the development of power on the crosscuts. Skater’s technique for pushing should be solidified at this level. The introduction of quick edges expands on the concepts introduced in the slalom exercises by encouraging the skaters to generate speed without the aid of a push. Skaters will need to use their knee and ankle bend to apply pressure onto the edge, as well as their unweighting action during the transfer of weight when changing feet, to maintain and generate speed and power. This is an evolved skill from the down-up-down required in the execution of the 1-ft slaloms. The natural upper body twisting action from the slaloms will also be required to perform this skill well. |
- Incorporating into a power class - If used in a power class, coaches can choose to have all skaters try all stroking exercises, or have each skater work on the exercise closest to their level of development. - Delivering content in a small group format - Quick forward and backward inside edges may also be incorporated into edge/turn classes as a separate component in a lane or on the perimeter. - Using the *practice pattern to practice on session without interruption of session flow. If using this pattern, be sure to practice both directions. |
|
STAR 5 Stroking 2 (Bwd Slalom) |
This stroking exercise includes many skills previously taught. The crosscut circles introduce skaters to a rotational axis readiness exercise that will become very helpful to skaters as they progress in their freeskate. It also allows skaters to use their gained skills to create and maintain power and flow. The backward slalom for this exercise should be introduced at an earlier level of development in class or lesson format to allow skaters more time to acquire this technique. |
- Incorporating into a power class - If used in a power class, coaches can choose to have all skaters try all stroking exercises, or have each skater work on the exercise closest to their level of development. - Delivering content in a small group format - Backward 1-ft slalom may also be incorporated into edge/turn classes as a separate component in a lane or on the perimeter. - Using the *practice pattern to practice on session without interruption of session flow. If using this pattern, be sure to practice both directions. - The BO-3-turn component may also be trained separately in a lane (alternate directions) or on a circle in class or lesson format. |
|
Spiral Sequence |
This skill derives from the requirements identified in the freeskate program events at this level. Coaches will help the skaters construct a spiral sequence as per the requirements of the current technical package. The level of performance should be identified at a higher acquisition expectation than performed at STAR 3. |
- Incorporating into a field move or cool down class. Explore ways to work on curves in a class format. - Delivering content in small group format - This skill can be trained on a straight line as a progression or challenge, however assessment must see spirals performed on edges. |
Descriptions and Standards DANCE
|
Criteria |
Advance Stages of Development |
Moderate Stages of Development |
Early Stages of Development |
|
Technique: Proper mechanics demonstrated (Steps, pushes, knee action, |
· Pushes from side of blade · Equal thrust on both feet in crosscuts · Correct knee action |
· Generally, pushes from side of blade · One dominant thrust may be evident · Some knee bend evident |
· Thrust technique not properly executed · Little knee bend – stroking choppy · Some toe-pushing may be evident |
|
Execution: Balance control and depth of edges |
· Skates on true edges · Strong body lean demonstrated Skater has consistent balance |
· Edges of moderate quality · Some body lean demonstrated Generally balanced |
· Weak edges and wobbles · Little to no body lean demonstrated Balance inconsistent or weak |
|
Carriage: Style, body line, posture |
· The skater has comfortable upright carriage and good form · Demonstrates strong core · Body positions are generally pleasing |
· The skater has reasonable form and generally upright carriage · Moderate core strength · Body positions have moderate extension |
· Form weak with weaknesses observed in carriage · Skater lacks core strength · Body positions are not fully extended |
|
Timing: Ability to match the musical timing |
· The skater matches his/her pace to the pace of the music
|
· The skater may only demonstrate a connection to the pace of the music for brief moments
|
· The skater does not match his/her pace at all to the pace of the music
|
DANCE |
|||
|
Skill |
Description |
Minimum Performance Standard |
|
STAR 1 |
|||
|
Forward Progressives
|
A forward progressive is a dance step that is executed by the skater performing a blade push onto an outside edge, fully extending the free leg at a 30-degree angle (approx.), and allowing the free foot to pass the skating foot and step down on an inside edge without crossing into the circle. The foot that was on the outside edge then executes a forward thrust from the outside edge by pushing under the skating foot and outside of the lobe using the side of the blade, until it is fully extended. The free foot then comes back to the skating foot to start the next step.
To introduce skaters to this new step, the skaters will repeat the 2 step sequence described above around a circle (approximate size of a hockey circle) until they have completed a full circle in one direction. The skater will then perform forward progressives on the circle in the opposite direction. The skater’s upper body should be rotated towards the center of the circle with a strong core position. Arms should be extended and placed over the circle. |
1 full circle of clockwise (CW) and counter clockwise (CCW) progressives must be performed.
Reasonable for level: - 75% of steps must be correct - 75% blade pushes - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
|
Forward Chasses
|
A forward chasse is a dance step that is executed by the skater performing a blade push onto an outside edge, fully extending the free leg at a 30-degree angle (approx.), and then bringing the free foot to step beside the skating foot to allow the inside foot to rise off the ice slightly with the blade parallel to the ice. The free foot then comes back to the skating foot to start the next step.
To introduce skaters to this new step, the skaters will repeat the 2 step sequence described above around a circle (approximate size of a hockey circle) until they have completed a full circle in one direction. The skater will then perform forward chasses on the circle in the opposite direction. The skater’s upper body should be rotated towards the center of the circle with a strong core position. Arms should be extended and placed over the circle. |
1 full circle of clockwise (CW) and counter clockwise (CCW) chasses must be performed.
Reasonable for level: - 75% of steps must be correct - 75% blade pushes - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
|
Forward Slide Chasses
|
A forward slide chasse is a dance step that is executed by the skater performing a blade push onto an outside edge, fully extending the free leg at a 30-degree angle (approx.), and then bringing the free foot to step beside the skating foot to allow the inside foot to slide forward off the ice, reaching a fully extended position. The free foot then comes back to the skating foot to start the next step.
To introduce skaters to this new step, the skaters will repeat the 2 step sequence described above around a circle (approximate size of a hockey circle) until they have completed a full circle in one direction. The skater will then perform forward slide chasses on the circle in the opposite direction. The skater’s upper body should be rotated towards the center of the circle with a strong core position. Arms should be extended and placed over the circle. |
1 full circle of clockwise (CW) and counter clockwise (CCW) slide chasses must be performed
Reasonable for level: - 75% of steps must be correct - 75% blade pushes - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
|
Forward Outside Swing Roll Sequence
|
A forward swing roll is similar to a forward outside edge. To execute a forward swing roll, the skater will use a blade push to push onto a forward outside edge on a bent skating knee, fully extending the free leg at a 30-degree angle behind. As the skater reaches the middle of the edge/roll, they will rise up on the knee as they bring their free leg to extend to the front. The roll is finished by bringing the feet together before performing the next step.
To introduce skaters to this new step, the skaters will repeat the process listed above on a line using the width of the ice. The skater may start from a standstill or from forward skating and may choose starting foot. The skater will perform a series of forward swing rolls across the width of the ice. |
Minimum of 4 swing rolls must be performed (2 on each foot)
Reasonable for level: - 75% of steps must be correct - 75% blade pushes - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
|
FO Cross Roll
|
FO cross rolls can be initiated from either a RFO or LFO edge. The free foot is extended behind the skater and internally rotates as it crosses the path of the skating foot to step on an outside edge. To ensure the proper edge is achieved, the free foot may cross in front at a right angle to the skating foot. Once the weight is transferred to the other foot, the free leg is extended again. For this skill, have the skater do each cross roll in isolation as it is an introductory skill at this level. |
2 cross rolls performed on each foot.
Reasonable for level: - 75% of steps must be correct - 75% blade pushes - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
STAR 2a |
Criteria with an asterisk (*) mandatory for a pass |
||
|
Dutch Waltz
|
The skater will perform the pattern dance of the Dutch Waltz solo, shadowed or partnered by a coach or PA. Approved music must be used from either the Skate Canada Dance Series Music or the Skate Canada Contemporary Dance Music List. A maximum of 7 introductory steps may be used by the skater to build speed and flow to reach Step #1 of the dance. To ensure your skater is reaching step #1 at the correct time in the music, count the waltz beats (1,2,3,4,5,6). The 1st step of the dance must fall on the “downbeat” also known as the “strong” beat of the music. When you are counting, this beat will be count #1.
The skater must perform a minimum of 2 complete dance patterns.
Please note: To facilitate stronger skater development, solo or shadowed dances are preferred at this level. |
|
|
|
Focus Area #1: Steps 1,2 & 3 Skaters are expected to perform the progressive correctly (without crossover) on a strong curve with upright carriage. Focus Area #2: Steps 4 & 5 Skaters are expected to perform the Swing Rolls on strong, bold curves with good free leg extension. There should be an evident rise in the skating knee on both lobes. Focus Area #3: Steps 9 & 10 Skaters are expected to perform steps 9 & 10 as a proper progressive with the free leg on step 10 extending under and back. |
The skater must have 100% accuracy to receive credit for these areas.
A min 2 out of 3 successful Focus Areas are needed to pass the dance.
|
||
|
Full Pattern: Timing* Skaters are expected to demonstrate a good understanding of timing throughout the dance. |
*Minimum of: - 75% of the dance on correct timing
|
||
|
Full Pattern: Carriage Skaters are expected to carry themselves with good posture. The body and head should strive to be tall and extended with soft knees and good free leg extension. Arms should be held in a controlled, relaxed manner and may move with the body to assist with lean and curve. |
- Reasonable body carriage and extension for level - Reasonable depth of edges, control for the majority of the dance |
||
|
|
Full Pattern: Technique Skaters are expected to demonstrate proper blade pushes and proper steps with a solid knee action. |
- 75% of correct steps - 75 % blade pushes - Some knee action evident throughout |
|
STAR 2a - Dutch Waltz Pattern Dance
Suggested Introductory Steps:
Two straight steps, LF of three beats, and RF of three beats.
The dance starts in one corner of the rink, progressing down the side and across the end where it repeats down the other side and across the end to the start; thus requiring two sequences of the dance for one round of the rink.
The dance is skated to slow, deliberate waltz music and consists mostly of progressive sequences interspersed with long rolling edges. It thus allows beginners to devote their attention to getting the feel of the music instead of worrying about complicated steps, and allows them to enjoy rhythmical motion in their skating.
Upright position, good carriage, and easy flow without too much effort are desired in the dance.
|
Music |
Tempo |
Pattern |
|
· Waltz ¾ |
· 46 measures of 3 beats · 138 beats per minute
|
· Set |
|
Inventor |
First Performed |
|
|
George Muller |
Colorado Springs, 1948 |
|
|
Hold (optional) |
Step No. |
Step |
# of beats |
|
|
Kilian |
1 |
LFO |
2 |
Focus Area #1 |
|
2 |
RFI-Pr |
1 |
||
|
3 |
LFO |
3 |
||
|
4 |
RFO-SwR |
6 |
Focus Area #2 |
|
|
5 |
LFO- SwR |
6 |
||
|
6 |
RFO |
2 |
|
|
|
7 |
LFI-Pr |
1 |
|
|
|
8 |
RFO |
3 |
|
|
|
9 |
LFO |
3 |
Focus Area #3 |
|
|
10 |
RFI-Pr |
3 |
||
|
11 |
LFO |
2 |
|
|
|
12 |
RFI-Pr |
1 |
|
|
|
13 |
LFO |
3 |
|
|
|
14 |
RFO- SwR |
6 |
|
|
|
15 |
LFO |
3 |
|
|
|
16 |
RFI-Pr |
3 |
|
STAR 2b |
||
|
Canasta Tango |
The skater will perform the pattern dance of the Canasta Tango solo, shadowed or partnered by a coach or PA. Approved music must be used from either the Skate Canada Dance Series Music or the Skate Canada Contemporary Dance Music List. A maximum of 7 introductory steps may be used by the skater to build speed and flow to reach Step #1 of the dance. To ensure your skater is reaching step #1 at the correct time in the music, count the tango beats (1,2,3,4). The 1st step of the dance must fall on the “downbeat” also known as the “strong” beat of the music. When you are counting, this beat will be count #1.
The skater must perform a minimum of 2 complete dance patterns.
Please note: To facilitate stronger skater development, solo or shadowed dances are preferred at this level.
OPTIONAL STEPS: #14 may be skated as a cross roll |
|
|
Focus Area #1: Steps 2,3 & 4 Skaters should demonstrate a strong curve with proper progressive – chasse technique. Focus Area #2: Steps 6 & 7 Skaters should demonstrate strong blade push followed by a fully extended free foot on the slide. Focus Area #3: Steps 9 & 10 Skaters should demonstrate strong blade push followed by a fully extended free foot on the slide.
|
The skater must have 100% accuracy to receive credit for these areas.
A min 2 out of 3 successful Focus Areas are needed to pass the dance.
|
|
|
Full Pattern: Timing* Skaters are expected to demonstrate a good understanding of timing throughout the dance. |
Minimum of: - 75% of the dance on correct timing
|
|
|
Full Pattern: Carriage Skaters are expected to carry themselves with good posture. The body and head should strive to be tall and extended with soft knees and good free leg extension. Arms should be held in a controlled, relaxed manner and may move with the body to assist with lean and curve. |
- Reasonable body carriage and extension for level - Reasonable depth of edges, control for the majority of the dance |
|
|
|
Full Pattern: Technique Skaters are expected to demonstrate proper blade pushes and proper steps with a solid knee action. |
- 75% of correct steps - 75 % blade pushes - Some knee action evident throughout |
STAR 2b – Canasta Tango Pattern Dance
Suggested Introductory Steps:
RFO (2), LFO (2), RFI (4)
This is a very simple dance that introduces the skater to a tango rhythm while giving them experience on large lobes to increase their confidence and speed.
The first chasse (steps 3 and 4) is done with both feet side by side on count 4; be sure to transfer the weight to the right foot though - do not skate on both feet at the same time. The other chasse is slightly different; it is called a slide chasse. As the weight is transferred to the new skating foot, the free foot slides off the ice in front of the skater, returning close beside the skating foot just in time for a smooth transition to the next edge. Judicious use of knee action on these edges can do a great deal to help the tango expression. Here, too, is a good place for the beginner to practice extending the free leg as straight as possible, and pointing the toe down, not up. The skater should watch that steps 9-13 are skated on a good edge so that step 14 RFO can be aimed somewhat toward the center of the rink, and so placed accurately as shown on the diagram.
This step (14) may be started, optionally, with a cross roll in which the right foot crosses in front of the left foot at the end of step 13 and the push onto the RFO is made from outside of the left foot. An effort should be made to keep the feet fairly close together at the start of the transition, but it is of utmost importance that a toe push be avoided.
Neat footwork, tango expression and good carriage should be maintained throughout the dance.
|
Music |
Tempo |
Pattern |
|
· Tango 4/4 |
· 26 measures of 4 beats · 104 beats per minute
|
· Set |
|
Inventor |
First Performed |
|
|
James B Francis |
The University Skating Club, Toronto - 1951 |
|
|
Reverse Kilian
|
1 |
LFO |
1 |
Segment #1 Focus Area #1 |
|
2 |
RFI-Pr |
1 |
||
|
3 |
LFO |
1 |
||
|
4 |
RFI-Ch |
1 |
Focus Area #2
|
|
|
5 |
LFO- SwR |
4 |
||
|
6 |
RFO |
2 |
Focus Area #2 |
|
|
7 |
LFI-SlCh |
2 |
|
|
|
8 |
RFO- SwR |
4 |
|
|
|
9 |
LFO |
2 |
Focus Area #3 |
|
|
10 |
RFI-SlCh |
2 |
||
|
11 |
LFO |
1 |
|
|
|
12 |
RFI-Pr |
1 |
|
|
|
13 |
LFO |
2 |
|
|
|
14 |
RFO- SwR* |
4 |
|
|
|
*Optionally CR-RFO |
|
|
|
|
|
1 |
LFO |
1 |
Segment #1 |
STAR 3a |
||
|
Baby Blues |
The skater will perform the pattern dance of the Baby Blues solo, shadowed or partnered by a coach or PA. Approved music must be used from either the Skate Canada Dance Series Music or the Skate Canada Contemporary Dance Music List. A maximum of 7 introductory steps may be used by the skater to build speed and flow to reach Step #1 of the dance. To ensure your skater is reaching step #1 at the correct time in the music, count the blues beats (1,2,3,4). The 1st step of the dance must fall on the “downbeat” also known as the “strong” beat of the music. When you are counting, this beat will be count #1.
The skater must perform a minimum of 2 complete dance patterns.
Please note: To facilitate stronger skater development, solo or shadowed dances are preferred at this level. |
|
|
Focus Area #1: Steps 1, 2 & 3 Skaters are expected to perform proper progressive technique with blade pushes and good free leg extension on steps 1 & 2. Step 3 should demonstrate a solid inside edge with lean change and externally rotated free foot. Focus Area #2: Step 7 On this step the free leg will start behind for 1 beat and move in front for 1 beat while on the outside edge, executing a swing roll action. The free leg will then swing back to execute a change of edge. The FI edge will be held for 2 beats with the free leg externally rotated and skating knee bent. Focus Area #3: Steps 11, 12, & 13 Skaters are expected to demonstrate a definite outside to outside lobe change on steps 11 & 12 with proper blade push and cross roll technique. Step #13 should demonstrate proper progressive technique with free leg extending under and back. |
The skater must have 100% accuracy to receive credit for these areas.
A min 2 out of 3 successful Focus Areas are needed to pass the dance.
|
|
|
Full Pattern: Timing* Skaters are expected to demonstrate a good understanding of timing throughout the dance. |
Minimum of: - 75% of the dance on correct timing
|
|
|
Full Pattern: Carriage Skaters are expected to carry themselves with good posture. The body and head should strive to be tall and extended with soft knees and good free leg extension. Arms should be held in a controlled, relaxed manner and may move with the body to assist with lean and curve. |
- Reasonable body carriage and extension for level - Reasonable depth of edges, control for the majority of the dance |
|
|
|
Full Pattern: Technique* Skaters are expected to demonstrate proper blade pushes and proper steps with a solid knee action. |
- 75% of correct steps - 75 % blade pushes - Some knee action evident throughout |
STAR 3a – Baby Blues Pattern Dance
Suggested Introductory Steps:
LFO (2) RFO (2) LFO Swing Roll (4)
The dance starts in one corner of the rink facing the centre of the ice, progressing down the side across the end and around the corner where it repeats, thus requiring two sequences of the dance for one round of the rink.
The dance consists mainly of two beat progressive sequences. Step 7 (RFOI) and Step 14 (LFO- SwR) are the only 4 beat edges. The free leg swing forward and back on Step 7 is executed as follows: forward on count 2 and back on count 3.
The simple steps allow beginners to get the feel of the music and enjoy rhythmical motion in their skating. Because of the use of slow Blues music, this dance promotes the use of long edges.
Upright position, good carriage and easy flow without too much effort are desired in the dance. The presence of a soft knee action throughout the dance is desired.
|
Music |
Tempo |
Pattern |
|
· Blues 4/4 |
· 22 measures of 4 beats · 88 beats per minute
|
· Set |
|
Inventor |
First Performed |
|
|
Unknown |
Unknown |
|
|
Hold (optional) |
Step No. |
Step |
# of beats |
|
|
Kilian
|
1 |
RFO |
2 |
Segment #1 |
|
2 |
LFI-Pr |
2 |
Focus Area #1 |
|
|
3 |
RFI |
2 |
||
|
4 |
LFO |
2 |
|
|
|
5 |
RFI-Pr |
2 |
|
|
|
6 |
LFI |
2 |
|
|
|
7 |
RFOI-Sw |
2+2 |
Focus Area #2 |
|
|
8 |
LFO |
2 |
|
|
|
9 |
RFI-Pr |
2 |
|
|
|
10 |
LFI |
2 |
|
|
|
11 |
RFO |
2 |
Focus Area #3 |
|
|
12 |
CR-LFO |
2 |
||
|
13 |
RFI-Pr |
2 |
||
|
14 |
LFO- SwR |
4 |
|
STAR 3b |
||
|
Backward Progressives
|
A backward progressive is a dance step that is executed by the skater performing a backward blade push onto an outside edge, fully extending the free leg to the front of their body and allowing the free foot to pass the skating foot and step down on an inside edge without crossing behind into the circle. The foot that was on the outside edge then executes a backward thrust from the outside edge by pushing forward, with the foot slight turned into the centre of the circle, until it is fully extended. The free foot then comes back to the skating foot to start the next step.
To introduce skaters to this new step, the skaters will repeat the 2 step sequence described above around a circle (approximate size of a hockey circle) until they have completed a full circle in one direction. The skater will then perform backward progressives on the circle in the opposite direction. The skater’s upper body should be rotated towards the center of the circle with a strong core position. Arms should be extended and placed over the circle. |
1 full circle of clockwise (CW) and counter clockwise (CCW) progressives must be performed.
Minimum of: - 75% of steps must be correct - 75% blade pushes - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
Backward Chasses
|
A backward chasse is a dance step that is executed by the skater performing a blade push onto an outside edge, fully extending the free leg to the front of their body and then bringing the free foot to step beside the skating foot to allow the inside foot to rise off the ice with the blade parallel to the ice. The free foot then comes back to the skating foot to start the next step.
To introduce skaters to this new step, the skaters will repeat the 2 step sequence described above around a circle (approximate size of a hockey circle) until they have completed a full circle in one direction. The skater will then perform backward chasses on the circle in the opposite direction. The skater’s upper body should be rotated towards the center of the circle with a strong core position. Arms should be extended and placed over the circle. |
1 full circle of clockwise (CW) and counter clockwise (CCW) chasses must be performed. Minimum of: - 75% of steps must be correct - 75% blade pushes - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
Backward Swing Roll Sequence
|
A backward swing roll is similar to a backward outside edge. To execute a backward swing roll, the skater will use a “C”-type push to push onto a backward outside edge on a bent skating knee, fully extending the free leg to the front. As the skater reaches the middle of the edge/roll, they will rise up on the knee as they bring their free leg to extend behind them at an approximate 30-degree angle. The roll is finished by bringing the feet together before performing the next step.
To introduce skaters to this new step, the skaters will repeat the process listed above on a line using the width of the ice. The skater may start from a standstill or from forward skating and may choose starting foot. The skater will perform a series of forward swing rolls across the width of the ice. |
Minimum of 4 swing rolls must be performed (2 on each foot) Minimum of: - 75% of steps must be correct - 75% blade pushes - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
Forward Inside Open MoHawks
|
SWING: The forward inside open Mohawk for the Swing Dance is executed on a RFI edge with full extension of the free foot held behind the skater. The skater will then bring the heel of the free foot to the instep area (instep to heel) of the skating foot before transferring the weight onto a LBI edge with the right free leg then fully extending behind the skater. The timing for this Mohawk is 2 beats on the RFI edge and 2 beats on the LBI edge.
FIESTA: The forward inside open Mohawk for the Fiesta Tango is executed on a RFI edge with full extension of the free foot held behind the skater. The skater will then bring the heel of the free foot to the instep area (instep to heel) of the skating foot before transferring the weight onto a LBI edge with the right free leg then staying close to the skating leg in preparation for the next step which would be a RBO edge. The timing for this Mohawk is 1 beat on the RFI edge and 1 beats on the LBI edge. |
Must do each type of Mohawk. Minimum of: - 75% of steps must be correct - 75% blade pushes - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
RFO Cross Roll, Cross Behind
|
The RFO cross roll, cross behind is executed from a LFO edge. The free foot is extended behind the skater and internally rotates as it crosses the path of the skating foot to step on an outside edge. To ensure the proper edge is achieved, the free foot may cross in front at a right angle to the skating foot. Once the weight is transferred to the right foot, the left foot can either be extended behind or raised up behind the skating leg to be brought back in to step on a LFI edge. This cross behind should be tight (feet close together). While on the LFI edge, the right foot should be fully extended in front of the skater. |
Only 1 required. Minimum of: - 75% of steps must be correct - 75% blade pushes - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
FO 3-Turn/BO edge
|
The forward 3-turn/BO edge is executed by a FO edge on either foot with the free foot fully extended behind the skater on a bent skating knee. The skater will rise up on the skating knee as they bring their free foot to the skating foot while performing the 3-turn. The feet will remain close together as the skater transfers their weight to the BO edge of the free foot. Once the weight is transferred the free foot will then fully extend forward. The skater will perform both FO 3-turns (LFO 3-turn, RBO edge + RFO 3-turn, LFO edge).
|
Must do each FO 3-turn (RFO & LFO) Minimum of: - 75% of steps must be correct - 75% blade pushes - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
STAR 4a |
||
|
Swing Dance |
The skater will perform the pattern dance of the Swing Dance solo, shadowed or partnered by a coach or PA. Approved music must be used from either the Skate Canada Dance Series Music or the Skate Canada Contemporary Dance Music List. A maximum of 7 introductory steps may be used by the skater to build speed and flow to reach Step #1 of the dance. To ensure your skater is reaching step #1 at the correct time in the music, count the foxtrot beats (1,2,3,4). The 1st step of the dance must fall on the “downbeat” also known as the “strong” beat of the music. When you are counting, this beat will be count #1.
The skater must perform a minimum of 2 complete dance patterns.
Optional Steps: #12 or #27 may be skated as a progressive or slide chasse. |
|
|
Focus Area #1: Steps 1-6 & Steps 16 - 21 Skaters are expected to demonstrate strong curves in both directions with solid chasse technique. Focus Area #2: Steps 22 & 23 Skaters are expected to demonstrate proper backward pushes and knee action on the swing rolls. Strong curves should be evident. Focus Area #3: Steps 11-13 Solid open Mohawk technique should be evident with good free leg extension and neat feet. |
The skater must have 100% accuracy to receive credit for these areas.
A min 2 out of 3 successful Focus Areas are needed to pass the dance.
|
|
|
Full Pattern: Timing* Skaters are expected to demonstrate a good understanding of timing throughout the dance. |
Minimum of: - 75% of the dance on correct timing
|
|
|
Full Pattern: Carriage Skaters are expected to carry themselves with good posture. The body and head should strive to be tall and extended with soft knees and good free leg extension. |
- Reasonable body carriage and extension for level - Reasonable depth of edges, control for the majority of the dance |
|
|
|
Full Pattern: Technique* Skaters are expected to demonstrate proper blade pushes and proper steps with a solid knee action. |
- 75% of correct steps - 75 % blade pushes - Some knee action evident throughout |
STAR 4a – Swing Pattern Dance
Suggested Introductory Steps:
Two sets of introductory steps are suggested for this dance (A) using a mohawk, and (B) using a three.
(A) Man: RFO (2), LFI (2), RFO (4)
Woman: LFI (2), OpMo RBI (2), LBO (4)
(B) Man: RFO (2), LFO (2), RFO (1), LFI (1), RFO (2)
Woman: RFO (2), LFO (2), RFO3 (2), LBO (2)
In both of these examples, the woman will start to the left of the man (in hand-in-hand hold) if the dance is executed with a partner.
|
Music |
Tempo |
Pattern |
|
· Foxtrot 4/4 |
· 24 measures of 4 beats · 96 beats per minute
|
· Set |
|
Inventor |
First Performed |
|
|
Hubert Sprott |
Unknown |
|
|
Hold (optional) |
Step No. |
Male Steps |
# of beats |
Female Steps |
|
|
Closed
|
1 |
LFO |
1 |
RBO |
Focus Area #1 |
|
2 |
RFI-Ch |
1 |
LBI-Ch |
||
|
3 |
LFO |
2 |
RBO |
||
|
4 |
RFO |
1 |
LBO |
||
|
5 |
LFI-Ch |
1 |
RBI-Ch |
||
|
6 |
RFO |
2 |
LBO |
||
|
7 |
LFO- SwR |
4 |
RBO- SwR |
|
|
|
8 |
RFO- SwR |
4 |
LBO- SwR |
|
|
|
Hand-in-hand
|
9 |
LFO |
2 |
RBO |
|
|
10 |
RFI-Pr |
2 |
LFO |
|
|
|
11 |
LFO |
2 |
RFI-Pr |
Focus Area #3 |
|
|
12 |
RFI-Pr |
2 |
*LFO |
||
|
|
OpMo |
|
|
||
|
Closed
|
13 |
LBI |
2 |
*RFI-Pr |
|
|
14 |
RBO |
2 |
LFO |
|
|
|
15 |
LBO-SwR |
4 |
RFO-SwR |
|
|
|
16 |
RBO |
1 |
LFO |
Focus Area #1 |
|
|
17 |
LBI-Ch |
1 |
RFI-Ch |
||
|
18 |
RBO |
2 |
LFO |
||
|
19 |
LBO |
1 |
RFO |
||
|
20 |
RBI-Ch |
1 |
LFI-Ch |
||
|
21 |
LBO |
2 |
RFO |
||
|
22 |
RBO- SwR |
4 |
LFO- SwR |
Focus Area #2 |
|
|
23 |
LBO- SwR |
4 |
RFO- SwR |
||
|
Hand-in-hand
|
24 |
RBO |
2 |
LFO |
|
|
25 |
LFO |
2 |
RFI-Pr |
|
|
|
26 |
RFI-Pr |
2 |
LFO |
|
|
|
27 |
*LFO |
2 |
RFI-Pr |
|
|
|
|
|
|
OpMo |
|
|
|
Closed
|
28 |
*RFI-Pr |
2 |
LBI |
|
|
29 |
LFO |
2 |
RBO |
|
|
|
30 |
RFO- SwR |
4 |
LBO- SwR |
|
|
|
*LFO, RFI progressive step optionally a slide chasse |
|||||
This is a dance designated for beginners consisting of all basic edges, forward and backward. It presents a relaxed method of changing from forward to backward skating, requires the man to learn to lead while skating backward as well as forward, makes the steps of each skater identical, even though similar steps are not skated at the same time, and makes it possible for two women to learn to dance or practice it as a couple.
The dance is skated down the length of the rink and contains four curvatures or lobes, and is skated in closed hold if partnered. The one skating forward during the first set of lobes in the straightaway will be skating backward when these four lobes are skated on the opposite side of the rink.
The chasse sequences apply to both forward and backward skating. First step of the sequence is an outside edge of one beat. Second step is an inside edge of one beat, during which the free foot is lifted slightly from the ice and is not allowed to move to a position either in front of or behind the skater, but should be held directly beneath the skater in readiness to accept the skater's weight at the start of the third step. The third step is an outside edge of two beats. At the end of the second beat, the skaters must change of edge slightly in order to stroke smoothly into the next edge or lean.
The third and fourth lobes of the straightaway consist of two four-beat swing rolls that are skated as in the Fourteenstep, but must be skated in each direction.
The end sequences consist of seven steps at each end of the rink. Each step of the sequence is held for two full beats except the last step (steps 15 and 30) which is a swing roll of four beats. Skate the end steps with soft knee action, be relaxed, and try to give the appearance of having fun.
TIPS for partnering (optional)
Step 9 or 24:
The person skating backward releases his or her left hand and curves his edge away from the partner in order to be in position to step forward on the next step.
Step 10 or 25:
Both skate forward. Skater to the left is the one who has just stepped from backward to forward. Hold nearest hand, but do not crowd each other.
Step 11 or 26:
Both still skate forward. Skater to right skates slightly faster than his partner.
Step 12 or 27:
Both still skate forward. Skater to the right should now be slightly in advance of skater to left, and should be ready to skate a RFI open mohawk. At the same time, the skater to the left has the option of either skating a LFO, RFI progressive or a LFO, RFI slide chasse, in which case the free foot slides off the ice in front of the skater to match the partner’s back extension.
Forward inside open mohawk is required. The balance and control must be good, and the execution pleasing to watch.
Step 13 or 28:
The person to the right skates a RFI mohawk and finishes the mohawk in front of the partner.
Step 14 or 29:
Skater who did the mohawk is now skating backward directly in front of the partner.
Step 15 or 30:
Change curvature and skate four beat swing roll in closed position.
The dance positions are closed hold when skating the lengths of the rink and hand-in-hand position at end sequences to allow both skaters to skate forward on steps 10, 11, 12 or 25, 26, 27. Separate by at least twenty-four inches (24") and hold arms relaxed. Appearance of arms during end sequences up to step 14 or 29 is left to discretion of skaters. Assume closed position in time for step 15 or 30.
STAR 4b |
||
|
Fiesta Tango |
The skater will perform the pattern dance of the Fiesta Tango solo, shadowed or partnered by a coach or PA. Approved music must be used from either the Skate Canada Dance Series Music or the Skate Canada Contemporary Dance Music List. A maximum of 7 introductory steps may be used by the skater to build speed and flow to reach Step #1 of the dance. To ensure your skater is reaching step #1 at the correct time in the music, count the tango beats (1,2,3,4). The 1st step of the dance must fall on the “downbeat” also known as the “strong” beat of the music. When you are counting, this beat will be count #1.
The skater must perform a minimum of 2 complete dance patterns.
|
|
|
Focus Area #1: Steps 5, 6 & 7 Skaters will be expected to execute a proper cross roll with a blade push and definite outside to outside edge lobe change. The cross behind should have neat feet with a tight cross. Free leg position optional. Focus Area #2: Step 8 On this step the free leg will start behind for 2 beats and move in front for 2 beats while on the outside edge, executing a swing roll action. The free leg will then swing back to execute a change of edge. The FI edge will be held for 2 beats with the free leg externally rotated and skating knee bent. Focus Area #3: Steps 10, 11 & 12 Solid open Mohawk technique should be evident with neat feet. BO edge should be stable with a solid knee bend and good free leg extension to the front.
|
The skater must have 100% accuracy to receive credit for these areas.
A min 2 out of 3 successful Focus Areas are needed to pass the dance.
|
|
|
Full Pattern: Timing* Skaters are expected to demonstrate a good understanding of timing throughout the dance. |
Minimum of: - 75% of the dance on correct timing
|
|
|
Full Pattern: Carriage Skaters are expected to carry themselves with good posture. The body and head should strive to be tall and extended with soft knees and good free leg extension. |
- Reasonable body carriage and extension for level - Reasonable depth of edges, control for the majority of the dance |
|
|
|
Full Pattern: Technique* Skaters are expected to demonstrate proper blade pushes and proper steps with a solid knee action. |
- 75% of correct steps - 75 % blade pushes - Some knee action evident throughout |
STAR 4b – Fiesta Tango Pattern Dance
Suggested Introductory Steps:
RFO (2), LFO (2), RFI (4) for both skaters if partnered.
For partnering, the dance starts in reverse Kilian hold. At steps 10 and 11, partners change to Kilian hold while executing the open mohawk. Steps 11 to 15 are danced in Kilian hold, and as partners change from backward to forward skating at step 16, they take reverse Kilian hold again to start the dance sequence over. The woman should be a little ahead of the man at the beginning of step 9 (LFO) to avoid interference at the open mohawk.
The tempo of the Fiesta is slow, tango rhythm, and skaters should strive for upright carriage, soft knee action, easy flow, and smooth leg swings. Step 8 allows for a very pleasing interpretation. The skating knee is well bent at the beginning of the stroke. At the count of three, the free leg swings forward, the change of edge is executed with the full swing of the free leg at the end of count four, and then the free leg swings back at the count of one of the next measure. If preferred, the free leg may remain in front after the change of edge. The use of the free leg on step 8 can add a great deal to the character of the dance, but, however it is used, the change of edge must be executed on the correct beat as shown in the diagram.
The sequence of steps allows for easy, rhythmical movements and partners should be able to interpret the music and skate the steps in a very pleasing tango style.
|
Music |
Tempo |
Pattern |
|
· Tango 4/4 |
· 27 measures of 4 beats · 108 beats per minute
|
· Set |
|
Inventor |
First Performed |
|
|
George Muller |
Colorado Springs, 1948 |
|
|
Hold (optional) |
Step No. |
Step |
# of beats |
|
|
Reverse Kilian
|
1 |
LFO |
2 |
|
|
2 |
RFO |
2 |
|
|
|
3 |
LFO |
1 |
|
|
|
4 |
RFI-Pr |
1 |
|
|
|
5 |
LFO |
2 |
Focus Area #1 |
|
|
6 |
CR-RFO |
2 |
||
|
7 |
XB-LFI |
2 |
||
|
8 |
RFOI |
4 + 2 |
Focus Area #2 |
|
|
9 |
LFO |
2 |
|
|
|
10 |
RFI |
1 |
Focus Area #3 |
|
|
|
OpMo |
|
||
|
Kilian |
11 |
LBI |
1 |
|
|
12 |
RBO |
2 |
||
|
13 |
LBI |
2 |
|
|
|
14 |
RBO |
2 |
|
|
|
15 |
XF-LBI |
2 |
|
|
|
Reverse Kilian |
16 |
RFI |
2 |
|
STAR 5a |
||
|
Willow Waltz |
The skater will perform the pattern dance of the Willow Waltz solo, shadowed or partnered by a coach or PA. Approved music must be used from either the Skate Canada Dance Series Music or the Skate Canada Contemporary Dance Music List. A maximum of 7 introductory steps may be used by the skater to build speed and flow to reach Step #1 of the dance. To ensure your skater is reaching step #1 at the correct time in the music, count the waltz beats (1,2,3,4,5,6). The 1st step of the dance must fall on the “downbeat” also known as the “strong” beat of the music. When you are counting, this beat will be count #1.
The skater must perform a minimum of 2 complete dance patterns.
Please note: Skaters may perform the male or female steps, regardless of gender. If a skater would like to be assessed performing each set of steps, this would be considered 2 separate tests (1 for each step pattern).
Optional Steps: #6 (for female) or #19 (for male) may be skated as a slide chasse. |
|
|
Focus Area #1: Male Steps 8, 9 10 & 11, Female Step 8 Male: BO step to FO step executed with neat feet by bringing feet together on the transition. Skater should demonstrate proper progression technique with blade pushes. Female: Skater should demonstrate good technique on the 3-turn with neat feet. Upright carriage of the body should be evident on the turn. Focus Area #2: Male Step 14, Female Steps 15, 16, 17 & 18 Male: Skater should demonstrate good technique on the 3-turn with neat feet. Upright carriage of the body should be evident on the turn. Female: Skater should demonstrate strong blade pushes throughout this section. Step 17 is not a progressive and should therefore be performed with the feet starting side by side and the free leg extending back with external rotation.
Focus Area #3: Male Steps 15, 16, 17 & 18, Female Steps 20, 21 & 22 Male: Skater should demonstrate strong pushing technique throughout this section with solid knee bend and lean. Skater may rise up to step forward on step #18 with neat feet. Female: Skater should demonstrate solid progressive technique with solid lean and free leg extension to the front. |
The skater must have 100% accuracy to receive credit for these areas.
A min 2 out of 3 successful Focus Areas are needed to pass the dance.
|
|
|
Full Pattern: Timing* Skaters are expected to demonstrate a good understanding of timing throughout the dance. |
Minimum of: - 75% of the dance on correct timing
|
|
|
Full Pattern: Carriage Skaters are expected to carry themselves with good posture. The body and head should strive to be tall and extended with soft knees and good free leg extension. |
- Reasonable body carriage and extension for level - Reasonable depth of edges, control for the majority of the dance |
|
|
|
Full Pattern: Technique* Skaters are expected to demonstrate proper blade pushes and proper steps with a solid knee action. |
- 75% of correct steps - 75 % blade pushes - Some knee action evident throughout |
STAR 5a – Willow Waltz Pattern Dance
Suggested Introductory Steps:
Man: RFO (3), LFO (2), chasse RFI, steps 20 to 22
Woman: RFO (3), LFO (3), steps 20 to 22
(Woman on man’s right)
Erect carriage and waltz rhythm should be maintained throughout the dance. If partnered, partners should skate close together and strive for neat footwork. Good flow and pace are desirable and should be strived for without obvious effort and visible pushing.
|
Music |
Tempo |
Pattern |
|
· Waltz 3/4 |
· 46 measures of 4 beats · 138 beats per minute
|
· Set |
|
Inventor |
First Performed |
|
|
George Muller |
Crystal Ice Palace, Willow Springs (Chicago) - 1953 |
|
|
Hold (optional) |
Step No. |
Male Steps |
# of beats |
Female Steps |
||
|
Closed
|
1 |
|
RFO |
2 |
LBO |
|
|
2 |
|
LFI-Ch |
1 |
RBI-Ch |
|
|
|
3 |
|
RFO |
3 |
LBO |
|
|
|
4 |
|
LFO |
3 |
RBO |
|
|
|
5 |
|
RFI |
3 |
*LFO |
|
|
|
|
|
OpMo |
|
|
|
|
|
6 |
|
LBI |
3 |
* RFI |
|
|
|
7 |
|
RBO |
3 |
LFO |
|
|
|
8 |
Focus Area #1 |
LBO |
3, 2 + 1 |
RFO3 |
Focus Area #1 |
|
|
9 |
RFO |
2 |
LBO |
|
||
|
10 |
LFI-Pr |
1 |
RBI-Pr |
|
||
|
11 |
RFO |
3 |
LBO |
|
||
|
12 |
|
LFO |
2 |
RBO |
|
|
|
13 |
|
RFI-Ch |
1 |
LBI-Ch |
|
|
|
14 |
Focus Area #2 |
LFO3 |
2 + 1, 3 |
RBO |
|
|
|
15 |
Focus Area #3 |
RBO |
3 |
LFO |
Focus Area #2 |
|
|
16 |
LBO |
3 |
RFO |
|||
|
17 |
RBI |
3 |
LFI |
|||
|
18 |
*LFO |
3 |
RFI |
|||
|
|
|
|
|
OpMo |
|
|
|
19 |
|
*RFI |
3 |
LBI |
|
|
|
20 |
|
LFO |
2 |
RBO |
Focus Area #3 |
|
|
21 |
|
RFI-Pr |
1 |
LBI-Pr |
||
|
22 |
|
LFO |
3 |
RBO |
||
|
*LFO, RFI progressive step optionally a slide chasse |
||||||
Tips for partnering and execution:
The Willow Waltz is skated in closed hold throughout.
Steps 1 and 2 are chasse steps for both partners.
Steps 5 and 6 for the man form an inside open mohawk with a three-beat RFI leading into it and a three-beat LBI leading out.
Step 6 for the woman (and step 19 for the man) may be skated, optionally, as a slide chasse, in which case the free foot slides off the ice in front of the skater to match the partner's free leg at this step.The woman's step 8 is a three turned on a beat three.
Steps 9, 10 and 11 form a progressive sequence for both partners and are followed by a chasse sequence, steps 12 and 13.
The man's step 14 is a three turned on beat three; (NOTE: not a European Waltz type of three as it is not a cross roll take-off).
Steps 18 and 19 form an inside open mohawk for the woman with each step held for three beats. Step 19 for the man may be skated optionally as a slide chasse.
Steps 20, 21 and 22 are a progressive sequence for both partners
|
STAR 5b |
||
|
LFO Open MoHawk
|
The LFO open Mohawk is executed on a LFO edge with full extension of the free foot held behind the skater. The skater will then bring the heel of the free foot to the instep of the skating foot before transferring the weight onto a RBO edge with the left free leg then staying close to the skating leg in preparation for the next step which would be a LBI edge. The timing for this Mohawk is 1 beat on the LFO edge and 1 beat on the RBO edge. |
Only 1 required. Minimum of: - 100% of steps must be correct - 75% blade pushes or more - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
FO Double Knee Bend
|
A FO double knee bend initiates on a FO edge that is created by a blade push with the free leg fully extending behind the skater at an approximately 30-degree angle. The skating knee at the beginning of the edge is bent and held for 1 count before it rises for 1 count and then returns to a bent position for 2 additional counts. The edge is 4 counts in total (1+1+2). |
Must do one on each foot: Minimum of: - 100% of steps must be correct - 75% blade pushes or more - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
Forward Progressive/Swing Roll Sequence
|
The skater may gain speed before commencing this sequence. Start the sequence with a LFO Pr exiting on a LFO edge (LFO –RFI Pr, LFO edge) with a timing count of 1+1+2. The skater will then bring their feet together before performing a RFO SwR with the free foot behind for 2 counts on a bent skating knee and then rise up as the free foot passes to the front and hold for 2 counts (2+2). Repeat this sequence. |
Minimum of 2 sequences rolls must be performed per foot Minimum of: - 100% of steps must be correct - 75% blade pushes or more - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
Backward Progressive/Swing Roll Sequence
|
The skater may gain speed before commencing this sequence. Start the sequence with a RBO Pr exiting on a RBO edge (RBO-LBI Pr + RBO edge) with a timing count of 1+1+2. The skater will then bring their feet together before performing a LBO SwR with the free foot in front for 2 counts on a bent skating knee and then rise up as the free foot passes to the back and hold for 2 counts (2+2). Repeat this sequence. |
Minimum of 2 sequences rolls must be performed per foot Minimum of: - 100% of steps must be correct - 75% blade pushes or more - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
Ten Fox Progressive
|
A Ten Fox progressive is performed exactly like forward progressives with the exception of the upper body position. For this progressive the upper body will be externally rotated to face outside of the circle with the left arm in front and the right arm behind. This progressive is only performed CCW (LFO – RFI Pr).
To introduce this skill to the skater, the skater will perform this skill on a circle the approx. size of a hockey circle. |
Skater to perform a minimum of ½ of the circle with this element. Minimum of: - 100% of steps must be correct - 75% blade pushes or more - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
LFO Cross Behind
|
The LFO cross behind step is initiated by a LFO edge with the free leg fully extended behind the skater. The right foot then draws toward the skating foot to cross behind (inside the lobe) to step on a RFI edge. The left free foot then extends to the front before coming back beside the skating foot in preparation for a LFO edge (neat feet). |
Only 1 required. Minimum of: - 100% of steps must be correct - 75% blade pushes or more - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
FO Cross Rolls
|
FO cross rolls can be initiated from either a RFO or LFO edge. The free foot is extended behind the skater and internally rotates as it crosses the path of the skating foot to step on an outside edge. To ensure the proper edge is achieved, the free foot may cross in front at a right angle to the skating foot. Once the weight is transferred to the other foot, the free leg is extended again and repeats the same action, thus creating a rolling feeling from one edge to the other. |
Must do a sequence of 4 rolls (2 on each foot) Minimum of: - 100% of steps must be correct - 75% blade pushes or more - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
FO Cross Roll/3-Turn
|
The FO cross roll 3-turn is executed by a FO edge on either foot with the free leg extended behind the skater. The free foot is extended behind the skater and internally rotates as it crosses the path of the skating foot to step on an outside edge. The skater will rise up on the skating knee as they bring their free foot to the skating foot while performing the 3-turn. The feet will remain close together as the skater transfers their weight to the BO edge of the free foot. Once the weight is transferred the free foot will then fully extend forward. The skater will perform both FO 3-turns (LFO 3-turn, RBO edge + RFO 3-turn, LFO edge).
|
Skater must perform one 3-turn on each foot Minimum of: - 100% of steps must be correct - 75% blade pushes or more - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
|
BO Rolls (insert pic) |
A roll is a term used to describe an edge. Backward rolls can be initiated on either foot and start with a BO edge with the free leg extended fully in front. As the skater prepares for the next roll they will draw their free foot towards their skating foot and step closely beside it onto the new edge. During these rolls the skating knee will remain bent.
For proper technique execution, ensure the free foot does not pass the skating foot. |
Must do a sequence of 4 rolls (2 on each foot) Minimum of: - 100% of steps must be correct - 75% blade pushes or more - 75% of steps must have reasonable balance and control - Body carriage and line should be reasonable for this level |
Content & Training - DANCE
The following has been compiled to give coaches some resources and rationale for skill placement and training strategies in each discipline. Please note that all skills regardless of discipline can be trained on any session. It is not mandatory to segregate disciplines into different sessions. For easy training accessibility, it is recommended to allow skaters to train all areas of the STAR 1-5 program on the same session.
DANCE
STAR 1 DANCE –
Elements, is designed to be acquired within 6- 12 months of achieving skills in Stage 6 of CanSkate. This is a longer timeline than SKILLS or FREESKATE. The rationale for this is due to the intricacy needed to perform dance steps properly. Skaters will need time developing basic figure skating skills before having the coordination necessary to perform dance steps with good quality. The success of this goal will largely depend on the quality of skills taught in Stage 5 & 6 as well as the program delivery and frequency in the club’s STAR 1-2 program.
STAR 1 Dance introduces the skaters to all of the dance steps required to be performed in the pattern dances at STAR 2 & 3.
NOTE: There is no mandatory criteria required for assessment at STAR 1 as it is “developmental”. As the entry level, skaters will be encouraged to achieve proper technique. The allowance of “no mandatory criteria” has been identified as skaters will repeat all of these skills in subsequent levels, therefore continuing their development. Coaches are encouraged to include these skills in every day routines, for example: Edge & Turn classes, Warm Up routines, or review before skating the pattern dances, etc. Reaching the GOLD standard of performance whenever possible, is the goal of the STAR 1-5 program.
|
STAR 1 DANCE - Elements |
Rationale/progression: |
Strategies to train this skill include: |
|
Forward Progressives |
The forward progressive is performed in almost every pattern dance. Coaches will have the opportunity to teach skaters the difference between a crosscut and a progressive and highlight the importance of blade pushes. Coaches are also encouraged to focus on the continuous lean needed throughout the progressive motion. |
- training on a circle, coaches could introduce different timing to the steps with different tempos/rhythms of music or clapping. - Placing many skaters on the same circle to practice this skill at the same time. Coaches can reverse direction for the other way or implement a figure 8 pattern - Including these steps into edge/turn, power or dance step classes - Incorporating these steps into a circuit. |
|
Forward Chasses |
The forward chasse is a progression for the upcoming forward slide chasse. Coaches are encouraged to work on soft knees, extension and continuous lean. |
|
|
Forward Slide Chasses |
The slide chasse is a fun step for the skaters to practice and will prepare them for the Canasta Tango. Coaches are encouraged to focus on extension of the free foot, both behind and in front, as well as soft knees and continuous lean. |
|
|
Forward Outside Swing Roll Sequence |
For this skill, coaches will have an opportunity to highlight the difference between an edge and a swing roll, by focusing on the rise of the skating knee as well as the extension of the free leg. |
- Incorporating this skill into edge/turn, power or dance step classes - Adding power, lean and coverage as the skater progresses in acquisition - Incorporating these steps into a circuit |
|
Forward Outside Cross Rolls |
The skaters will need to learn this step in preparation for the Baby Blues. Coaches will have the opportunity to once again highlight the technique of blade pushing, while introducing a new concept of pushing from an outside edge onto an outside edge. |
- Incorporating this skill into edge/turn, power or dance step classes - Incorporating these steps into a circuit - Using a marker to draw the pattern on the ice, highlighting the changing of lobes |
STAR 2 DANCE-
consists of 2 pattern dances that can be assessed in any order.
NOTE: For every skill, one criteria has been identified as “mandatory”. Coaches need to be familiar with this mandatory criterion as it is necessary to be achieved to reach an overall passing rating for each skill. Be mindful that not all skills need to achieve this rating to pass the entire assessment.
|
|
Rationale/progression: |
Strategies to train this skill include: |
|
STAR 2a DANCE – Dutch Waltz
STAR 2b DANCE – Canasta Tango |
As the first set of pattern dances, coaches are encouraged to train the skater to solo or shadow these dances. This will allow the skater to develop the power and technique necessary for good quality execution.
Learning and memorizing a series of steps to music is a new skill for most skaters. Having a repertoire of dance steps learned in STAR 1 will be very beneficial as coaches piece the full pattern together.
Remember to explore the different songs available to perform the pattern dances, as this may help engage the skater’s interest. Coaches will have the opportunity to educate the skaters on the different emotions or styles the dance steps are performed in when moving from rhythm to rhythm. |
- Teaching each Focus Area in isolation to the skaters before implementing the pattern. This will encourage the constant focus on the technical aspects highlighted in each Focus Area. - Breaking up the dance into sections before introducing the entire pattern - Incorporating the steps into a class format (lanes) using waltz or tango music to introduce skaters to the new timing
|
STAR 3 DANCE:
consists of one pattern dance and a series of elements containing the new dance steps found in the next set of pattern dances.
|
|
Rationale/progression: |
Strategies to train this skill include: |
|
STAR 3a DANCE – Baby Blues |
The Baby Blues explores a new rhythm and reinforces the proper technique of a progressive with new timing. Coaches are encouraged to train the skaters to be able to perform this dance in either solo or shadow form. Soft knees are key to the blues style of dance and should be a focus throughout this dance.
Remember to explore the different songs available to perform the pattern dances, as this may help engage the skater’s interest. |
- Teaching each Focus Area in isolation to the skaters before implementing the pattern. This will encourage the constant focus on the technical aspects highlighted in each Focus Area. - Breaking up the dance into sections before introducing the entire pattern - Incorporating the steps into a class format (lanes) using blues music to introduce skaters to the new timing |
|
STAR 3b DANCE - Elements |
||
|
Backward Progressives |
This skill requires skaters to learn a new pushing technique from a backward thrust. Coaches are also encouraged to focus on the continuous lean needed throughout the progressive motion. This skill will be needed to perform many pattern dances including the Swing Dance in STAR 4 and the Willow Waltz in STAR 5. |
- Training on a circle, coaches could introduce different timing to the steps with different tempos/rhythms of music or clapping. - Placing many skaters on the same circle to practice this skill at the same time. Coaches can reverse direction for the other way or implement a figure 8 pattern - Including these steps into edge/turn, power or dance step classes - Incorporating these steps into a circuit. |
|
Backward Chasses |
A direct progression from forward chasses, backward chasses will continue to add to the skater’s development as they progress. Coaches will have an opportunity to work extension, lean and body alignment as the skaters go through these skills. |
|
|
Backward Swing Roll Sequence |
For this skill, coaches will have an opportunity to highlight the difference between an edge and a swing roll, by focusing on the rise of the skating knee as well as the extension of the free leg. |
- Incorporating this skill into edge/turn, power or dance step classes - Adding power, lean and coverage as the skater progresses in acquisition - Incorporating these steps into a circuit |
|
Forward Inside Open Mohawks |
To prepare skaters for the next three pattern dances, skaters will be introduced to the dance technique of Mohawk performance with two different free leg exit positions. The technique learned here, will continue to be required and developed throughout the remainder of the pattern dances. Coaches will have the opportunity to educate the skaters on “wide stepping” and the importance of neat feet. |
- Training on a curve to reinforce edge quality - Including these steps into edge/turn or dance step class - Incorporating these steps into a circuit - For balanced development, coaches may consider teaching on the opposite foot |
|
LFO Cross Roll, Cross Behind |
As presented in the Fiesta Tango, skaters will be introduced to this step combination to begin the acquisition phase of development. Coaches will have the opportunity to focus on the technique, edge quality and free leg placement. |
- Using a marker to draw the pattern on the ice, highlighting the changing of lobes - Including these steps into edge/turn or dance step class - Incorporating these steps into a circuit - For balanced development, coaches may consider teaching on the opposite foot |
|
FO 3-turn/BO edge |
In preparation for the 3-turns required in the Willow Waltz, skaters will be introduced to the technique required for both the female and male steps. The technique learned here, will continue to be required and developed throughout the remainder of the pattern dances. Coaches will have the opportunity to educate the skaters on “wide stepping” and the importance of neat feet. |
- Training on a curve to reinforce edge quality - Using a marker to draw the pattern on the ice - Including these steps into edge/turn or dance step class - Incorporating these steps into a circuit |
STAR 4 DANCE:
consists of 2 pattern dances that can be assessed in any order.
NOTE: For every skill, one criteria has been identified as “mandatory”. Coaches need to be familiar with this mandatory criterion as it is necessary to be achieved to reach an overall passing rating for each skill. Be mindful that not all skills need to achieve this rating to pass the entire assessment.
|
STAR 4 |
Rationale/progression: |
Strategies to train this skill include: |
|
STAR 4a DANCE – Swing Dance
STAR 4b DANCE – Fiesta Tango |
For the second set of pattern dances, coaches are encouraged to train the skater to solo or shadow these dances. This will allow the skater to develop the power and technique necessary for good quality execution.
Remember to explore the different songs available to perform the pattern dances, as this may help engage the skater’s interest.
Coaches will have the opportunity to educate the skaters on the different emotions or styles the dance steps are performed in when moving from rhythm to rhythm. |
- Teaching each Focus Area in isolation to the skaters before implementing the pattern. This will encourage the constant focus on the technical aspects highlighted in each Focus Area. - Breaking up the dance into sections before introducing the entire pattern - Incorporating the steps into a class format (lanes) using different rhythms
|
STAR 5 DANCE:
consists of one pattern dance and a series of elements containing the new dance steps found in the next set of pattern dances.
|
STAR 5 |
Rationale/progression: |
Strategies to train this skill include: |
|
STAR 5a DANCE – Willow Waltz |
The Willow Waltz is the first dance that has a different set of steps for the female and male.
Remember to explore the different songs available to perform the pattern dances, as this may help engage the skater’s interest. |
- Teaching each Focus Area in isolation to the skaters before implementing the pattern. This will encourage the constant focus on the technical aspects highlighted in each Focus Area. - Breaking up the dance into sections before introducing the entire pattern - Incorporating the steps into a class format (lanes) using blues music to introduce skaters to the new timing |
|
STAR 5b DANCE – Elements |
||
|
LFO Open Mohawk |
To prepare skaters for the new mohawk technique required for the Ten Fox, this skill will allow coaches to continue the development of neat feet while working a mohawk on outside edges. |
- Training on a curve to reinforce edge quality - Including these steps into edge/turn or dance step class - For balanced development, coaches may consider teaching on the opposite foot |
|
FO Double Knee Bend |
This skill allows coaches to focus on free leg extension, strong posture as well as depth of edge. The acquisition of this skill will prepare skaters for the Ten Fox pattern dance. |
- Incorporating this skill into edge/turn, power or dance step classes - Adding power, lean and coverage as the skater progresses in acquisition |
|
Fwd Progressive/Swing Roll Sequence |
In preparation for both the female and males steps of the Fourteen Step, skaters will be introduced to this step sequence. Coaches will be able to continue the development of both the progressive and swing roll technique, as well as introduce power and new timing. |
- Incorporating this skill into edge/turn, power or dance step classes - Adding power, lean and coverage as the skater progresses in acquisition - Using music as a tool to assist with timing |
|
Bwd Progressive/Swing Roll Sequence |
||
|
Ten Fox Progressive |
To prepare skaters for the new body position required for the Ten Fox, this skill will allow coaches to continue the development of neat feet and the progressive technique. |
- Training on a curve to reinforce edge quality
|
|
LFO X-behind |
This skill is required for the Fourteen Step. Coaches will be able to focus the skater’s attention on neat feet and soft knees throughout this skill. |
- Training on a curve to reinforce edge quality - Including these steps into edge/turn or dance step class - For balanced development, coaches may consider teaching on the opposite foot |
|
FO X-rolls |
Building on the FO x-roll technique previously learned, skaters be able to continue their development by focusing on larger lobes and execution on both feet. Coaches will have the opportunity to reinforce proper blade push technique as well as strong posture. |
- Incorporating this skill into edge/turn, power or dance step classes - Adding power, lean and coverage as the skater progresses in acquisition - Using music as a tool to assist with timing |
Descriptions and Standards - FREESKATE
|
Criteria |
Advance Stage of Development |
Moderate Stage of Development |
Early Stage of Development |
|
Rotation: Revolutions completed in the air |
· Able to complete full rotation of jump in the air |
· Able to complete jump with up to 1/4 rotation lacking |
· Unable to complete rotation in air |
|
Execution (Jump): Jump flight qualities |
· Jump height exceeds expectation relative to skater composition · Jump distance exceeds expectation relative to skater composition · Correct air position |
· Jump height meets expectation relative to skater composition · Jump distance meets expectation relative to skater composition |
· Jump height below expectation relative to skater composition · Jump distance below expectation relative to skater composition · Incorrect air position |
|
Landing: Length of edge, form |
· Upright posture maintained · Fully extended free leg · Deep knee bend in landing leg |
· Slight break in upright posture · Partial extension of free leg · Slight knee bend in landing leg |
· Significant break in posture · Lack of free leg extension · No knee bend in landing leg |
|
Position: Quality of position in spin |
· Solid posture maintained * Full free leg extension |
· Slight break in posture · Partial free leg extension |
· Significant break in posture · No free leg extension |
|
Edge Quality: Ability to spin on prescribed edge |
· Able to maintain proper edge on spinning foot for more than 2 revs
|
· Able to maintain proper edge on spinning foot for two revs or more |
· Able to maintain proper edge on spinning foot for less than 2 revs |
|
Execution (Spin): Established center, speed of revolutions, completion |
· Fast speed of rotation maintained or accelerated during spin · Control on exit |
· Moderate speed of rotation maintained during spin · Slight loss of control on exit |
· Slow speed of rotation or loss of speed during spin · Full loss of control on exit |
|
Program Components (PC) |
|
|
|
|
Skating Skills - Technique: Proper mechanics demonstrated |
· Pushes from side of blade · Equal thrust on both feet in crosscuts · Correct knee action |
· Generally, pushes from side of blade · One dominant thrust may be evident · Some knee bend evident |
· Thrust technique not properly executed
· Little knee bend – stroking choppy · Some toe-pushing may be evident |
|
Skating Skills - Power: The ability to generate and maintain speed |
· Demonstrates ability to accelerate and maintain speed |
· Demonstrates reasonable maintenance of speed |
· Skater seems slow · Unable to generate and maintain speed · Movements may seem laboured |
|
Skating Skills - Execution: Balance, control and edge quality |
· Skates on true edges · Strong body lean demonstrated · Skater has consistent balance |
· Edges of moderate quality · Some body lean demonstrated · Generally balanced |
· Weak edges and wobbles · Little to no body lean demonstrated · Balance inconsistent or weak |
|
Performance - Carriage: Style, form, line |
· The skater has comfortable upright carriage and good form · Demonstrates strong core · Body positions are generally pleasing |
· The skater has reasonable form and generally upright carriage · Moderate core strength · Body positions have moderate extension |
· Form weak with weaknesses observed in carriage · Skater lacks core strength · Body positions are not fully extended |
|
Performance - Projection: The ability to perform with confidence |
· The skater is committed to all movements · The skater appears confident during the performance |
· The skater’s level of commitment to the movements varies during the performance · The skater’s level of confidence is moderate |
· The skater lacks commitment to the movements · The skater’s focus is down toward the ice · The skater appears apprehensive or unsure during the performance |
|
Transition – Quality: Ability to perform connecting steps with ease and flow |
· Generated speed and flow in program and is able to move freely from one element to another |
· Easily maintains speed in program and is able to move freely from one element to another |
· Program is lacking speed and movement between elements is laboured |
|
Transition – Difficulty: Construction of transitions within program
|
· Skater demonstrates a variety of turns and steps to link movements. |
· Is able to perform simple turns and steps to link elements. |
· Program is constructed with mostly crosscuts between elements |
*For FULL details of the continuums of development and the program components, please see the STAR 1-4 Judges Manual in the Resource Tool Kit.
NOTE: When training skaters for assessment at STAR 2 & above, there are some “non-negotiable” errors that will result in an automatic BRONZE rating. They are:
JUMPS:
- Incorrect take off edge
- Fall, 2-foot landing or step out
SPINS:
- Proper edge not achieved for a minimum of 1 rev
- Center not established
- Fall
Reminder: All spins must have a minimum of 3 revolutions per foot to be accredited as a spin.
|
FREESKATE |
|||
|
Skill |
Description |
Minimum Performance Standard |
|
|
STAR 1 |
|||
|
Please note: The jumps and spins below may be performed in clockwise or counter clockwise rotation. For tips on how to determine the natural spinning direction for your skaters, please see TEACHING TIPS in the Resource Tool Kit.
|
|||
|
Waltz jump (1W)
|
Starting from backwards crosscuts, the skater will prepare for their waltz jump with a BO edge set up. Stepping forward onto a FO take off edge, the skater will pull arms back and then move them forward in conjunction with the free leg for take-off. The take-off foot will apply pressure to the ice through the toe to produce a launch and rotate in a natural direction according to the circle (like a 3-turn). The skater should hit an air position that is controlled, stable and extended. The skater will land on a BO edge on the opposite foot of take-off. The landing position should include the head up with eye focus parallel to ice, a strong body core with good posture and a free leg extension that sees the free toe externally rotated.
Please note: Skaters at this level are expected to prepare for their jumps from skating. Standstill starts are not acceptable for the assessment.
|
Rotation: Clean (ISU definition of lacking ¼ rotation or less)
Reasonable height, distance and air position (for level)
Landing: Reasonable form (for level) and held for 1 second or more |
|
|
Single Salchow jump (1S)
|
Starting from backwards crosscuts, the skater will prepare for their salchow jump from a BO set up. Stepping forwards onto a FO edge the skater will execute a 3-turn with a BI edge that matches the FO edge in control and length. The skater will then apply pressure to the skating edge while allowing the upper body to rotate externally to create a pivot for launch. The free side will move forward in a natural direction to the circle (like a 3-turn) during the preparation to coincide with the take-off. The skater then achieves an extended air position to rotate to a BO edge landing on the opposite foot of take-off.
Additional entries include A mohawk may be used for preparation instead of a 3-Turn.
Please note: Skaters at this level are expected to prepare for their jumps from skating. Standstill starts are not acceptable for the assessment.
|
||
|
Single Toe Loop jump (1T)
|
Starting from forwards skating, the skater will prepare for the toe loop by stepping onto a FI edge on their landing leg to execute a 3-turn in a controlled and equal manner. The free foot will extend behind the skater to place the toe into the ice before drawing the skating leg towards the toe on an backward outside edge. The skating foot performing the BO edge will continue backwards until it lifts off the ice as it passes the toe. Once the weight is transferred to the take-off toe in the ice the free foot continues to rotate in a natural direction until the body has rotated 1 full rotation to land on a BO edge.
Additional entries include A mohawk –step BO, or FO 3-turn – step BO edge
Please note: Skaters at this level are expected to prepare for their jumps from skating. Standstill starts are not acceptable for the assessment.
|
Rotation: Clean (ISU definition of lacking ¼ rotation or less) NOTE: if take off is forward this is considered “lacking ½ rotation” thus downgrading the jump, even if the landing is backwards.
Reasonable height, distance and air position (for level)
Landing: Reasonable form (for level) and held for 1 second or more |
|
|
Forward Upright Spin (USp)
|
From backward crosscuts skaters will execute a BI edge preparation, allowing the upper body to rotate outside of the circle and the free leg extended. The skater will then step on a FO entry edge that will spiral to a FO 3-Turn. During the spiralling edge the skater’s free-side starts from behind and rotates forward to coincide with the 3-turn, creating a “forward arrest motion” as the skating side stops and the free-side initiates the spin. The skater will then center their balance over a BI edge in an “open” position before pulling their arms into their body (bending their elbows 1st), and bringing their free foot towards the skating leg (free foot between ankle and knee). Skaters will exit by stepping onto a BO edge with their free foot.
Additional entries include: FI 3-Turn to step onto the FO spiralling edge.
Please note: Skaters at this level are expected to prepare for their spins from skating. Standstill starts are not acceptable for the assessment.
|
Position: Reasonable body line (for level) and basic position held for 2 revs or more
Edge Quality: ½ rev performed on proper edge
Execution: 50% or more of spin centered with reasonable speed and exit (for level). *BUSp must exit on spinning foot |
|
|
Backward Upright Spin (BUSp)
|
This spin starts with a FI spiralling edge with the free-side extended behind. The skater will perform a FI 3-turn, creating a “forward arrest motion”, as the free-side rotates outside of the circle to initiate the spinning action. Once the skating foot performs the 3-turn, the free-side then holds its position as the skating side rotates (or snaps) to a BO edge. The skater will then center their balance over a BO edge in an “open” position before pulling their arms into their body (bending their elbows 1st), and bringing their free foot towards the skating leg in an “air spin” position (ankles crossed). Skaters will exit by opening the free leg positon toward the front, applying pressure to the BO edge and moving the free leg behind the skater to a landing positon.
Additional entries include: Starting from a standstill on 2 feet, transferring the weight onto the spinning leg using the snap of the hip and push off the free foot to create the spinning action.
Please note: For beginning skaters the main focus will be on the balance and control of this spin. The BO edge will continue to be developed as the skater gains more proficiency. It is common for skaters at this level to achieve the BO edge when they “pull in” on the spin. As they progress through the STAR program the focus will move to achieving and maintaining the BO edge upon entry. |
||
|
STAR 2 – ELEMENTS |
Criteria with an asterisk (*) mandatory for a pass |
||
|
1S
|
Same description as STAR 1. STAR 2 skaters will be expected to have more speed, height and control for this element. |
Rotation:* Clean (ISU definition of lacking ¼ rotation or less)
Reasonable height, speed, distance, air position and take-off edge(for level)
Landing: Reasonable form (for level) and held for 1 second or more |
|
|
Single Loop (1Lo)
|
Entering from backwards crosscuts the skater will establish a BO edge on their take-off foot with the free foot trailing in front but not weight bearing. The upper body will be rotated towards the centre of the circle. The skater will apply pressure to the BO edge thus initiating a spiralling edge. As the edge spirals towards the middle of the circle, the body will move as a unit in the direction of rotation, as the weight moves to the front of the skating foot and the free foot is lifted off the ice. When the weight reaches the toe pick, the skater will apply pressure downward to launch the jump and complete 1 full rotation. The skater will then land on the same foot as take-off on a BO edge.
Additional entries include: FO 3-turn – step BO edge, FI 3-Turn
Please note: Skaters at this level are expected to prepare for their jumps from skating. Standstill starts are not acceptable for the assessment. |
||
|
Single Flip (1F) |
From a FO 3-turn executed on the opposite foot to their landing foot, the skater will reach a BI edge to prepare for take-off. On the BI edge the free leg will extend back with the free arm, as the skating side extends forward with the upper body rotated to the center of the circle. The skating leg bends to apply pressure into the ice. The free toe is then placed into the ice, allowing the skating side to pull towards the toe on a BI edge. As the weight is transferred to the free toe, the body will move as a unit in the direction of rotation. When the weight is fully on the toe pick, the skater will apply pressure downward to launch the jump and complete 1 full rotation. The skater will then land on the same foot as take-off on a BO edge.
Additional entries include: FI-FO change of edge to the 3-turn, FI Mohawk.
Please note: Skaters at this level are expected to prepare for their jumps from skating. Standstill starts are not acceptable for the assessment. |
||
|
1W+1T+C
|
From backward crosscuts, the skater will perform a waltz jump with good power, speed and flow. Upon landing the skater will prepare for the toe loop by extending the free foot behind and free arm in front, thus creating a counter rotation, before placing the free toe in the ice to initiate the take-off for the toe loop.
Skaters will be expected to perform a proper take off on the toe loop by extending the BO edge to or passed the toe for take off.
|
Rotation:* Clean (for both jumps where applicable) (ISU definition of lacking ¼ rotation or less) NOTE: If the take off is forward this is considered “lacking ½ rotation” thus downgrading the jump, even if the landing is backwards.
Reasonable height, speed, distance, air position and take-off edge (for level)
Landing: Reasonable form (for level) and held for 1 second or more |
|
|
Forward Sit Spin (SSp)
|
From backward crosscuts skaters will execute a BI edge preparation, allowing the upper body to rotate outside of the circle and the free leg extended. The skater will then step on a FO entry edge that will spiral to a FO 3-Turn. During the spiralling edge the skater’s free-side starts from behind and rotates forward in preparation for the “sit” position as the skating knee bends. Immediately after the 3-turn, the skater will complete the sit positon by bringing the free leg to the skating leg and lowering the body to achieve a position where the thigh of the skating leg is parallel with the ice. Arms in the sit positon should be fully extended to the front of the body and held downward toward the free leg. The skaters will exit the spin by rising up and by stepping onto a BO edge with their free foot.
Additional entries include: FI 3-turn to step onto the FO spiralling edge.
|
Position:* Reasonable body line (for level) and basic position held for 2 revs or more (on each foot where applicable)
Edge Quality: 1 rev performed on proper edge
Execution: 50% or more of spin centered with reasonable speed and exit (for level).
|
|
|
Forward Camel Spin (CSp)
|
From backward crosscuts skaters will execute a BI edge preparation, allowing the upper body to rotate outside of the circle and the free leg extended. The skater will then step on a FO entry edge with the upper body placed forward over the skating foot, in preparation for the camel position. During the FO spiralling edge, the skater’s free side extends behind. The skating side arm reaches in front and rotates in the direction of travel to allow the free side to initiate the rotation when the skater performs the 3-turn. Immediately after the 3-turn, the skater will rise up on the skating leg, keeping the upper body forward to achieve a spiral position. Arms in the camel positon should be extended to the sides of the body encouraging a slight arch of the back. The skaters will exit the spin by rising up and by stepping onto a BO edge with their free foot.
Additional entries include: A FI 3-Turn to step onto the FO spiralling edge. |
||
|
Change Foot Upright Spin (CUSp)
|
Skaters will perform a forward upright spin for a minimum of 3 revolutions before transferring their weight to the opposite foot while maintaining their spin in the same direction to perform a backward upright for a minimum of 3 revolutions.
The rationale for the minimum 3 revolutions is to coincide with the ISU’s definition of a spin. Spins with less than 3 revs are not given credit in the CPC system.
Please note: This spin must exit on the spinning foot.
|
||
|
STAR 2 - PROGRAM |
|||
|
|
Skaters will skate a program to music as per the requirements in the current technical package for STAR 2. |
|
|
|
|
Must include the following jumps: 1S, 1T, 1Lo, 1F or 1Lz, 1W+1T+C Must include the following spins: BUSp, SSp or CSp (Forward entry) Must include the following additional elements: SpSq (Forward Spirals), TrSq (FO Turn Sequence from STAR 2 Skills)
|
All elements must be attempted in the program.
|
|
|
Skating Skills |
At STAR 2, skaters should be at the entry level of the “Moderate Stage of Development” for a SILVER assessment: - Generally, pushes from the side of the blade - One dominant thrust may be evident - Some knee bend evident - Demonstrates reasonable maintenance of speed - Edges of moderate quality - Some body lean demonstrated - Generally balanced |
Technique:* Reasonable (for level) - Turns and blade pushes for 75% of program Acceleration & knee action Generally stable, demonstrating some body lean
|
|
|
Performance
|
At STAR 2, skaters should be at the entry level of the “Moderate Stage of Development” for a SILVER assessment: - The skater has reasonable form and generally upright carriage - Moderate core strength - Body positions have moderate extension - The skater’s level of commitment to the movements varies during the performance - The skater’s level of confidence is moderate. |
Carriage:* Reasonable (for level) - Form, core strength, body line Confidence and commitment to movements |
|
STAR 3 - ELEMENTS |
|||
|
1F |
Same description as STAR 2. STAR 3 skaters will be expected to have more speed, height and control for this element. |
Rotation:* Clean (for both jumps where applicable) (ISU definition of lacking ¼ rotation or less)
Reasonable height, speed, distance, air position and take-off edge(for level)
Landing: Reasonable form (for level) & held for 1 second or more |
|
|
1Lz
|
From backward crosscuts, skaters will establish a BO edge on the opposite foot to their landing foot in an upright balanced position. To prepare for take-off, the skater will rotate their body in the opposite direction of rotation while extending their arms and free leg (skating side forward, free side behind). As the skater applies pressure to the BO edge, thus increasing the curve, the skater will reach their fully extended position before placing the free toe in the ice. Once the free toe is placed into the ice, the skating side will be pulled towards the toe on a BO edge. As the weight is transferred to the free toe, the body will move as a unit in the direction of rotation. When the weight is fully on the toe pick, the skater will apply pressure downward to launch the jump and complete 1 full rotation. The skater will then land on the same foot as take-off on a BO edge.
|
||
|
1W+1Lo+C
|
From backward crosscuts, the skater will perform a waltz jump with good power, speed and flow. Upon landing the skater will prepare for the loop by holding the free side in front in preparation for the loop take-off. The skater will then apply pressure to the BO edge, allowing the curve to increase. As the edge spirals towards the middle of the circle, the body will move as a unit in the direction of rotation, as the weight moves to the front of the skating foot. When the weight reaches the toe pick, the skater will apply pressure downward to launch the jump and complete 1 full rotation. The skater will then land on the same foot as take-off on a BO edge.
|
||
|
1Lo+1Lo+C
|
The skater will perform a loop as per the description in STAR 2 with more power, speed and flow. Upon landing the 1st loop jump, the skater will then prepare for the 2nd loop jump by holding the free side in front. The skater will then apply pressure to the BO edge, allowing the curve to increase. As the edge spirals towards the middle of the circle, the body will move as a unit in the direction of rotation, as the weight moves to the front of the skating foot. When the weight reaches the toe pick, the skater will apply pressure downward to launch the jump.
|
||
|
BUSp
|
As per the description in STAR 1 with more balance, rotations and better edge quality. At this level, the FI spiralling edge is the required entry.
Please note: This spin must exit on the spinning foot. |
Position:* Basic position held for 2 revs or more (on each foot where applicable)
Edge Quality: 2 revs performed on correct edge
Execution: 50% or more of spin centered with reasonable speed and exit (for level).
|
|
|
Backward Sit Spin (SSp)
|
This spin starts with a FI spiralling edge with the free-side extended behind. The skater will perform a FI 3-turn, creating a “forward arrest motion”, as the free-side rotates outside of the circle to initiate the spinning action. Once the skating foot performs the 3-turn, the skating knee will bend to complete the sit positon by bringing the free leg to the skating leg and lowering the body to achieve a position where the thigh of the skating leg is parallel with the ice. Arms in the sit positon should be fully extended to the front of the body and held downward toward the free leg. Skaters will exit by rising up and opening the free leg positon toward the front, applying pressure to the BO edge and moving the free leg behind the skater to a landing positon.
|
||
|
Forward Camel/Sit Spin (CoSp)
|
The skater will start the spin as per the description in STAR 2 for a camel spin. After a minimum of 2 revolutions in a camel position the skater will raise the upper body to a semi-upright position while bringing the free leg around to acquire a sit position as the arms come forward and the skating knee bends. The skater will rotate in the “sit” position for a minimum of 2 revolutions before exiting the spin. |
||
STAR 3 - PROGRAM |
|||
|
|
Skaters will skate a program to music as per the requirements in the current technical package for STAR 3. |
|
|
|
|
Must include the following jump content: 1W, 3 different single jumps (no axel), 1Lo+1Lo+C Must include the following spin content: BUSp, CoSp or CCoSp Must include the following additional elements: SpSq (Forward) |
|
|
|
Skating Skills |
At STAR 3, skaters should be at the exit level of the “Moderate Stage of Development” for a SILVER assessment: - Generally, pushes from the side of the blade - One dominant thrust may be evident - Some knee bend evident - Demonstrates reasonable maintenance of speed - Edges of moderate quality - Some body lean demonstrated - Generally balanced
|
Technique:* Reasonable (for level) - *Turns and blade pushes for 75% of program
Reasonable (for level) acceleration & knee action
Generally stable, demonstrating some body lean
|
|
|
Performance
|
At STAR 3, skaters should be at the exit level of the “Moderate Stage of Development” for a SILVER assessment: - The skater has reasonable form and generally upright carriage - Moderate core strength - Body positions have moderate extension - The skater’s level of commitment to the movements varies during the performance - The skater’s level of confidence is moderate. |
Carriage:* Reasonable (for level) - *Form, core strength, body line
Reasonable (for level) confidence and commitment to movements |
|
|
Interpretation
|
At STAR 3, skaters should be at the exit level of the “Moderate Stage of Development” for a SILVER assessment: - The skater may only demonstrate a connection to the pace of the music for brief moments - The skater demonstrates a small number of movements that match the timing of the music - The skater includes a small number of movements that relate to the character of the music. |
Timing:* A few movements match musical pace/timing.
Very basic interpretation: limited understanding of music and its character. |
|
STAR 4 - ELEMENTS |
|||
|
1Lz
|
Same description as STAR 3. STAR 4 skaters will be expected to have more speed, height and control for this element. |
Rotation:* Clean (for both jumps where applicable) (ISU definition of lacking ¼ rotation or less) NOTE: If the take off is forward this is considered “lacking ½ rotation” thus downgrading the jump, even if the landing is backwards.
Reasonable height, speed, distance, air position and take-off edge (for level)
Landing: Reasonable form (for level) & held for 1 second or more |
|
|
Single Axel (1A)
|
Starting from backwards crosscuts, the skater will prepare for their axel jump with a BO edge set up. Stepping forward onto a FO take off edge, the skater will pull arms back and then move them forward in conjunction with the free leg for take-off. The take-off foot will apply pressure to the ice through the toe to produce a launch and rotate in a natural direction according to the circle (like a 3-turn). As the free foot launches passed the take-off foot the weight will begin to transfer to the rotating axis of the skater (opposite side to take off side). The skater will complete 1.5 rotations to land on a BO edge on the opposite foot of take-off. |
||
|
1F+1T+C
|
The skater will perform a flip jump with good power, speed and flow. Upon landing the skater will prepare for the toe loop by extending the free foot behind and free arm in front, thus creating a counter rotation, before placing the free toe in the ice to initiate the take-off for the toe loop.
Skaters will be expected to perform a proper take off on the toe loop by extending the BO edge to or passed the toe for take off.
|
||
|
1Lo+1Lo+C |
Same description as STAR 3. STAR 4 skaters will be expected to have more speed, height and control for this element. |
||
|
Backward camel spin (CSp)
|
This spin starts with a FI spiralling edge with the free-side extended behind and upper body bent forward over the skating foot. The skater will perform a FI 3-turn, creating a “forward arrest motion”, as the free-side rotates outside of the circle to initiate the spinning action. Immediately after the 3-turn, the skater will rise up on the skating leg, keeping the upper body forward to achieve a spiral position. Arms in the camel positon should be extended to the sides of the body encouraging a slight arch of the back. Skaters will exit by rising up and applying pressure to the BO edge and moving the free leg behind the skater to a landing positon.
|
Position:* Basic position held for 2 revs or more (on each foot where applicable)
Edge Quality: 2 revs performed on correct edge
Execution: 50% or more of spin centered with reasonable speed, exit and take off (FO) (for level).
|
|
|
Change foot sit spin (CSSp)
|
Performing a sit spin as described in STAR 2, the skater will execute a minimum of 2 revolutions in a sit position before transferring their weight to the free foot, while spinning to execute a sit position on the opposite foot for a minimum of 2 revolutions.
The skater may perform this spin as a backward entry sit to a forward sit change spin. |
||
|
Combination Spin or Change Combination Spin (CoSp or CCoSp)
|
From a forward or backward entry, the skater must perform preform a camel and a sit for a minimum of 2 revolutions each somewhere in the spin. The upright position is also permitted but not mandatory. This spin may change feet if desired. If the spin does change feet, the skater must execute a “basic” position on the 2nd foot to receive credit for the change of foot. |
||
|
Flying Camel or Flying Sit Spin (FCSp or FSSp)
|
Flying Camel: The skater will enter the spin as per the description in STAR 2 for forward camel. As the skater approaches the end of the edge that usually prepares for the 3-turn, the skater will apply pressure to the toe of the skating foot to launch into the air. The upper body will stay forward as the free leg swings around to become the landing foot and the take-off foot rises to a camel position. Upon landing on a BO edge, the skater will rise up on the skating leg, keeping the upper body forward to achieve a spiral position. Arms in the camel positon should be extended to the sides of the body encouraging a slight arch of the back. The skaters will exit on the spinning foot.
Flying Sit: The skater will enter the sit spin as per the description in STAR 2 for forward sit spin. The free leg starts behind the skater and swings around the body. As it approaches the ¼ mark, the skating knee starts to rise as pressure is applied to the FO edge in preparation for take-off. As the skater approaches the end of the edge that usually prepares for the 3-turn, the skater will apply pressure to the toe of the skating foot to launch into the air. In the air the skater will pull up the take-off leg to achieve a sit position (thigh parallel to the ice) in the air. The free leg is slightly wider in the air than would be required on the ice. As the skater prepares to land the take-off leg will extend to the ice to prepare for landing on a BI edge. Once the skater has landed, they will immediately pull into a “sit” position bringing the free foot to the skating leg and drawing the arms forward and down towards the free leg. The skaters will exit on the spinning foot.
Additional entries include: A FI 3-Turn to step onto the FO spiralling edge. |
||
STAR 4 - PROGRAM |
|||
|
|
Skaters will skate a program to music as per the requirements in the current technical package for STAR 4. |
|
|
|
|
Must include the following jump content: 1A, 3 different singles (other than axel), 1Lo+1Lo+C Must include the following spin content: BUpSp, CoSp or CCoSp Must include the following additional elements: SpSq (Forward spirals)
|
Skaters must attempt an axel at this level. |
|
|
Skating Skills |
At STAR 4, skaters should be at the exit level of the “Moderate Stage of Development” for a SILVER assessment: - Generally, pushes from the side of the blade - One dominant thrust may be evident - Some knee bend evident - Demonstrates reasonable maintenance of speed - Edges of moderate quality - Some body lean demonstrated - Generally balanced
|
Technique:* Reasonable (for level) - *Turns and blade pushes for 75% of program
Reasonable (for level) acceleration & knee action
Generally stable, demonstrating some body lean
|
|
|
Performance
|
At STAR 4, skaters should be at the exit level of the “Moderate Stage of Development” for a SILVER assessment: - The skater has reasonable form and generally upright carriage - Moderate core strength - Body positions have moderate extension - The skater’s level of commitment to the movements varies during the performance - The skater’s level of confidence is moderate. |
Carriage:* Reasonable (for level) - Form, core strength, body line
Reasonable (for level) confidence and commitment to movements |
|
|
Interpretation |
At STAR 4, skaters should be at the exit level of the “Moderate Stage of Development” for a SILVER assessment: - The skater may only demonstrate a connection to the pace of the music for brief moments - The skater demonstrates a small number of movements that match the timing of the music - The skater includes a small number of movements that relate to the character of the music. |
Timing:* A few movements match musical pace/timing.
Very basic interpretation: limited understanding of music and its character. |
|
STAR 5 - ELEMENTS |
|||
|
1A
|
As per the description in STAR 4 with more power, speed and height. |
|
|
|
Any double jump (2S, 2T, 2Lo, 2F, 2Lz) |
Double Salchow: Starting from backwards crosscuts, the skater will prepare for their salchow jump from a BO set up. Stepping forwards onto a FO edge the skater will execute a 3-turn with a BI edge that matches the FO edge in control and length. The skater will then apply pressure to the skating edge while allowing the upper body to rotate externally to create a pivot for launch. The free side will move forward in a natural direction to the circle (like a 3-turn) during the preparation to coincide with the take-off. As the free foot launches passed the take-off foot the weight will begin to transfer to the rotating axis of the skater (opposite side to take off side). The skater will complete 2 rotations to land on a BO edge on the opposite foot of take-off.
Additional entries include A mohawk may be used for preparation instead of a 3-Turn.
Double Toe Loop: Starting from forwards skating, the skater will prepare for the toe loop by stepping onto a FI edge on their landing leg to execute a 3-turn in a controlled and equal manner. The free foot will extend behind the skater to place the toe into the ice before drawing the skating leg towards the toe on an outside edge. The skating foot performing the BO edge will continue backwards until it lifts off the ice as it passes the toe. Once the weight is transferred to the take-off toe in the ice the free foot continues to rotate in a natural direction transferring the weight to the rotating axis of the skater (opposite side to take off side). The skater will complete 2 rotations to land on a BO edge on the opposite foot of take-off.
Additional entries include: A mohawk –step BO, or FO 3-turn – step BO edge may also be used for preparation.
Double Loop: Entering from backwards crosscuts the skater will establish a BO edge on their take-off foot with the free foot trailing in front but not weight bearing. The upper body will be rotated towards the centre of the circle. The skater will apply pressure to the BO edge thus initiating a spiralling edge. As the edge spirals towards the middle of the circle, the body will move as a unit in the direction of rotation, as the weight moves to the front of the skating foot and the free foot is lifted off the ice. When the weight reaches the toe pick, the skater will apply pressure downward to launch the jump and complete 2 full rotations by closing the rotating position in the air. The skater will then land on the same foot as take-off on a BO edge.
Additional entries include: FO 3-turn – step BO edge, FI 3-Turn
Double Flip: From a FO 3-turn executed on the opposite foot to their landing foot, the skater will reach a BI edge to prepare for take-off. On the BI edge the free leg will extend back with the free arm, as the skating side extends forward with the upper body rotated to the center of the circle. The skating leg bends to apply pressure into the ice. The free toe is then placed into the ice, allowing the skating side to pull towards the toe on a BI edge. As the weight is transferred to the free toe, the body will move as a unit in the direction of rotation. When the weight is fully on the toe pick, the skater will apply pressure downward to launch the jump and complete 2 full rotations by closing the rotating position in the air. The skater will then land on the same foot as take-off on a BO edge.
Additional entries include: FI-FO change of edge to the 3-turn, FI Mohawk.
Double Lutz: From backward crosscuts, skaters will establish a BO edge on the opposite foot to their landing foot in an upright balanced position. To prepare for take-off, the skater will rotate their body in the opposite direction of rotation while extending their arms and free leg (skating side forward, free side behind). As the skater applies pressure to the BO edge, thus increasing the curve, the skater will reach their fully extended position before placing the free toe in the ice. Once the free toe is placed into the ice, the skating side will be pulled towards the toe on a BO edge. As the weight is transferred to the free toe, the body will move as a unit in the direction of rotation. When the weight is fully on the toe pick, the skater will apply pressure downward to launch the jump and complete 2 full rotations by closing the rotating position in the air. The skater will then land on the same foot as take-off on a BO edge.
|
Rotation*: Clean (for both jumps where applicable) (ISU definition of lacking ¼ rotation or less)
Reasonable height, speed, distance, air position and take-off edge (for level)
Landing: Reasonable form (for level) and held for 1 second or more
|
|
|
1Lz+1T+C
|
The skater will perform a lutz jump with good power, speed and flow. Upon landing the skater will prepare for the toe loop by extending the free foot behind and free arm in front, thus creating a counter rotation, before placing the free toe in the ice to initiate the take-off for the toe loop.
|
||
|
SSp or CSp (Forward or Backward entry)
|
As per the descriptions in STAR 2, 3 & 4, the skater may choose to execute a sit or camel with either a forward or backward entry. This spin should be performed with more balance, control and speed of rotation than the previous levels with a strong basic position executed. |
Position:* Basic position held for 2 revs or more (on each foot where applicable)
Edge Quality: 2 revs performed on proper edge
Execution: 50% or more of spin centered with reasonable speed, exit and take-off (FO) (for level).
|
|
|
Spin in 1 position with any variation (UpSp, CSp, SSp)
|
The skater may choose a basic position spin and perform a variation of their choice for that basic position. The variation may be simple or difficult in nature. The spin may be forward or backward entry. |
||
|
CoSp or CCoSp
|
Same description as STAR 4. STAR 5 skaters will be expected to have more balance, control and speed of rotation than the previous levels with a strong basic position executed. |
||
|
FCSp or FSSp
|
Same description as STAR 4. STAR 5 skaters will be expected to have more balance, control and speed of rotation than the previous levels with a strong basic position executed. |
||
STAR 5 – PROGRAM |
|||
|
|
Skaters will skate a program to music as per the requirements in the current technical package for STAR 5. |
|
|
|
|
Must include the following jump content: 1A (must be landed), and 4 other jump elements (max 2 doubles, max 2 jump combos) Must include the following spin content: SSp or CS and CoSp or CCoSp Must include the following additional elements: SpSq (as per Technical Package) |
Skaters will be required to land the 1A at < (under-rotated), or better.
|
|
|
Skating Skills |
Skaters at the STAR 5 level should be in the “Advanced Stage of Development” for a SILVER assessment. - Pushes from the side of the blade - Equal thrust on both feet in crosscuts - Correct knee action - Demonstrates ability to accelerate and maintain speed - Skates on true edges - Strong body lean demonstrated - Skater has consistent balance |
Technique:* Reasonable (for level) - Turns and blade pushes for 75% of program - Reasonable (for level) acceleration & knee action
Generally stable, demonstrating some body lean
|
|
|
Performance
|
Skaters at the STAR 5 level should be in the “Advanced Stage of Development” for a SILVER assessment. - The skater has comfortable upright carriage and good form - Demonstrates strong core - Body positions are generally pleasing - The skater is committed to all movements - The skater appears confident during the performance |
Carriage:* Reasonable (for level) - Form, core strength, body line
Reasonable (for level) confidence and commitment to movements |
|
|
Interpretation |
Skaters at the STAR 5 level should be in the “Advanced Stage of Development” for a SILVER assessment. The skater matches his/her pace of the music - The skater matches his/her pace to the pace of the music - The skater demonstrates multiple movements that match the timing of the music - The skater includes multiple movements that relate to the character of the music
|
Timing:* A few movements match musical pace/timing.
Very basic interpretation: limited understanding of music and its character. |
|
|
Transitions |
Skaters at the STAR 5 level should be in the “Advanced Stage of Development” for a SILVER assessment. |
Quality:* Reasonable ease of movement and maintenance of speed
Includes simple turns and steps to link elements together. |
|
Content & Training - FREESKATE
The following has been compiled to give coaches some resources and rationale for skill placement and training strategies in each discipline. Please note that all skills regardless of discipline can be trained on any session. It is not mandatory to segregate disciplines into different sessions. For easy training accessibility, it is recommended to allow skaters to train all areas of the STAR 1-5 program on the same session.
FREESKATE
FREESKATE assessment is divided into 2 parts: Elements and Programs. Elements consist of jumps and spins only. Programs will directly correlate with the program criteria expected at the STAR 2-5 Events. In order to receive credit for a full STAR level rating both the Elements and the Program assessments must be obtained at the same level.
- For example: STAR 5 Freeskate Elements + STAR 5 Freeskate Program = STAR 5 Freeskate
Skaters do not have to pass a full level before moving to the next assessment.
- For example: Skaters may choose to continue pursuing their Freeskate Element assessments without completing the Freeskate Program assessments for each level.
STAR 1 FREESKATE -
ELEMENTS are designed to be acquired within 3-9 months of achieving skills in Stage 6 of CanSkate. The success of this goal will largely depend on the quality of skills taught in Stage 5 & 6 as well as the program delivery and frequency in the club’s STAR 1-2 program. STAR 1 skills introduce skaters to basic philosophical foundations of quality skating.
At this level, there is only an assessment for elements. Program assessment will start at STAR 2 to allow skaters time to acquire skills to put in the program.
NOTE: There is no mandatory criteria required for assessment at this level as it is “developmental”. As the entry level, skaters will be encouraged to achieve proper technique. The allowance of “no mandatory criteria” has been identified as skaters will repeat all of these skills in subsequent levels, therefore continuing their development. Coaches are encouraged to include skills at all the levels into the skaters regular training routines. This will help reinforce technique learned as well as challenge development.
|
STAR 1 Freeskate -ELEMENTS |
Rationale/progression: |
Strategies to train this skill include: |
|
Waltz Jump |
The waltz jump will become the foundation for the axel as skater’s progress. Ensuring proper take off technique, loading for power, air position stability and proper landing action will benefit the skater as they continue their jump acquisition. |
- Using the boards for stability as coaches teach the skaters the feeling of “rolling off the toe” for take off - Increasing speed as the skater’s comfort level increases - Can be trained on a circuit, in a small group or in an open class format - Exercises to reinforce and train proper landing position - Jumps can also be trained off the ice for control, position and launch mechanics |
|
Single Salchow |
The Salchow is a complex skill for this level. Coaches are encouraged to train a “checked” or controlled position on the BI edge entry before initiating take off sequence. This will be essential for multiple rotations later in development. |
- Training the entry, without adding the jump to ensure the skater learns control before take off. - Using the boards for stability as coaches teach the skaters the feeling of “rolling off the toe” for take off - Increasing speed and distance, as the skater’s comfort level increases - Can be trained on a circuit, in a small group or in an open class format - Exercises to reinforce and train proper landing position - Jumps can also be trained off the ice for control, position and launch mechanics |
|
Single Toe Loop |
The toe loop is an essential jump for development. It is often used in jump combinations as the second jump later in development. Teaching the proper take off will allow skaters to prepare for their double toe loop, as well as ensure credit for full rotation when being used as part of a combination. As with the Salchow, training a proper “check” or controlled position on the BO edge before placing the toe for take off is essential. Skaters will generally need lots of guidance and practice exercises to get comfortable with the new technique of weight transfer on the take off, as well as ensuring the BO edge is sustained to the take off point. |
- Stand still exercises allowing the skater to explore the BO edge length on take off while transferring the weight to the toe. The boards may be a good source of stability for this exercise. - Video examples of proper take offs for skater comprehension - Training the entry, without adding the jump to ensure the skater learns control before take off. - Increasing speed and distance, as the skater’s comfort level increases - Jumps can also be trained off the ice for control, position and launch mechanics - Can be trained on a circuit, in a small group or in an open class format - Exercises to reinforce and train proper landing position |
|
Forward Upright Spin |
As the next step in progression from the “1-foot spin with a spiralling edge” in CanSkate, the forward upright spin in STAR 1 will allow the coaches to focus on more technical aspects like: - Centering - Position - Edge quality (BI edge) Train the skaters to know that each spin must be a minimum of 3 rotations (per foot) to qualify as a spin. |
- Exercises that explore edge awareness of spinning foot - Exercises that focus on proper centering. Skaters must learn how to establish a center. - Exercises that explore efficient and inefficient spinning positions to help them identify the proper positioning needed for a strong spin. |
|
Backward Upright Spin |
Other than the “alternating foot spin” in CanSkate, this is the first time skaters are exposed to a backward spin. The importance of this skill is paramount for the awareness of “air position” for jumps and spin acquisition for higher levels. The most important features of the back spin at this level are: - Position - Centering Skaters will develop edge quality awareness as they progress. |
- Training the positions of the back spin in isolation first. This can be done on a circle or straight line - Initiating spin from a standstill and graduating to a FI spiralling edge when ready. Assessment can be done with either entry. - Including this skill as part of a daily practice routine for all levels, with many repetitions. - Exercises to increase stability on rotating axis |
STAR 2 FREESKATE - ELEMENTS
This level will see the introduction of some new skills, building on the concepts learned at STAR 1.
NOTE: For every skill, one criteria has been identified as “mandatory”. Coaches need to be familiar with this mandatory criterion as it is necessary to be achieved to reach an overall passing rating for each skill. Be mindful that not all skills need to “pass” to achieve a successful overall assessment.
|
STAR 2 Freeskate - ELEMENTS |
Rationale/progression: |
Strategies to train this skill include: |
|
Single Salchow |
The Salchow is repeated on STAR 2 to allow coaches to continue to develop the technique in readiness for double Salchow. The focus should be on developing more power, height, speed and distance at this level. |
- Encouraging skaters to use a larger curve/circle for preparation - Adding speed. Consider using power classes to increase speed awareness. Coaches can also pair more powerful skaters with less powerful skaters to encourage development while performing jumps side by side. - Increasing position and technique awareness. Coaches may also consider exposing the skaters to different preparation and entries. - Reinforcing proper landing position |
|
Single Loop |
This is the first appearance for this jump and first time skaters will be exposed to a jump taking off and landing on the same foot. Coaches will be able to relate the knowledge acquired in the back spin to the positions needed for the loop jump. This jump will be repeated many times in the STAR 1-5 program as, like the toe loop, it is often used in combinations as the second jump. Setting up solid technique and control on this jump in STAR 2 will ease the development needed for jump combinations as well as multiple rotations (ex: double loop). |
- Using the back spin to reinforce rotating axis and landing alignment. Coaches can have the skater jump up and down while spinning to reinforce take off and landing on the same foot. The back spin can also be used as a launching ground for the loop by having the skater “jump out” of the spin - Exposing skaters to different preparation and entries into loop take off - Using the boards for stability as coaches teach the skaters the feeling of “rolling off the toe” for take off - Jumps can also be trained off the ice for control, position and launch mechanics |
|
Single Flip |
Coaches can use many of the same strategies for the flip as outlined in the loop above. Two key areas of focus during the development of this jump, is the control of the BI edge before take off and the weight transfer to the toe during take off. Skaters will be introduced to a “pivoting” action on take off for the flip. Setting up solid technique and control on this jump in STAR 2 will ease the development needed for multiple rotations (ex: double flip). |
- Using the back spin to reinforce rotating axis and landing alignment. Coaches can have the skater jump up and down while spinning to reinforce take off and landing on the same foot. The back spin can also be used as a launching ground for the loop by having the skater “jump out” of the spin - Exercises to expose skaters to weight transfer needed from BI edge to take off toe. This can be done without rotation first to build awareness. - Exercises for toe pivoting action required for take off - Jumps can also be trained off the ice for control, position and launch mechanics |
|
Waltz + Single Toe Loop Combination |
This is the first jump combination the skaters will be assessed on. The focus will be on equal flow for both jumps, as well as proper take off for the toe loop. Be mindful that a forward take off on the toe loop will result in a “downgrade” rating for rotation, leaving the skill at the Bronze rating. |
- Video work to show skaters their technique, performance and flow - Reinforcement of technique exercises. Ex: 1W + 1T +1T +1T to challenge skaters to find proper take off technique for the toe loop regardless of flow - Increasing speed and distance, as the skater’s comfort level increases |
|
Sit Spin (forward entry) |
Building on the foundations set for the STAR 1 upright spin, coaches will be able to introduce the following concepts: - Definition of the correct sit position - 2 revolution requirement to receive credit for the sit position Learning these two concepts at this level, will allow skaters to focus on two key requirements as they develop this skill. Keep in mind, skaters will need to perform 3 complete rotations in total for the spin to be assessed. Focus will also be placed on proper spinning edge (BI edge) as skaters will be assessed on centering and edge quality. |
- Using off ice training to train core and leg strength needed to obtain position - Using field move classes to train 1-foot sit glides, forwards and backwards - Spin classes that challenge skaters to train different aspects of the spin in a fun way - Video work to show skater’s their position, as well as videos or in person examples of good positions. - Examining the print left on the ice after the spin to assess spinning circle size, edge and centering |
|
Camel Spin (forward entry) |
Building on the foundations set for the STAR 1 upright spin, coaches will be able to introduce the following concepts: - Definition of the correct camel position - 2 revolution requirement to receive credit for the camel position Learning these two concepts at this level, will allow skaters to focus on two key requirements as they develop this skill. Keep in mind, skaters will need to perform 3 complete rotations in total for the spin to be assessed. Focus will also be placed on proper spinning edge (BI edge) as skaters will be assessed on centering and edge quality. |
- Using off ice training to train leg strength and flexibility needed to obtain position - Using field move classes to train spirals, forwards and backwards. Can also work BI spiral on spinning foot to increase edge awareness and balance point on the blade. - Spin classes that challenge skaters to train different aspects of the spin in a fun way - Video work to show skater’s their position, as well as videos or in person examples of good positions. - Examining the print left on the ice after the spin to assess spinning circle size, edge and centering |
STAR 2 FREESKATE - PROGRAM
|
STAR 2 Freeskate - PROGRAM |
Rationale/progression: |
Strategies to train this skill include: |
|
STAR 2 Freeskate - Program |
This is the first program or routine assessed in the STAR 1-5 program. The mission of this program is to allow skaters the opportunity to experience program events while maintaining focus on quality skill performance. The program will be assessed on the following: - All required content is attempted in program - Program components: Skating Skills (proper skating technique) and Performance (carriage, form & body line) This program is designed to be complimentary to development. It is not the main focus. The focus is on improving the skill development to prepare for upcoming levels. |
- Use the same piece of music for a group of skaters. This will allow for a more efficient use of coach directed time at this level. Focus at this level is on skill execution in program as well as individual skating skill and performance. Music and routine layout is not assessed at this level. |
STAR 3 FREESKATE - ELEMENTS
This level will see the introduction of some new skills, building on the concepts learned at STAR 2.
NOTE: For every skill, one criteria has been identified as “mandatory”. Coaches need to be familiar with this mandatory criterion as it is necessary to be achieved to reach an overall passing rating for each skill. Be mindful that not all skills need to “pass” to achieve a successful overall assessment.
|
STAR 3 Freeskate - ELEMENTS |
Rationale/progression: |
Strategies to train this skill include: |
|
Single Flip |
The flip is repeated at this level to allow coaches more opportunity to develop the power and technique of the jump. This will help prepare the skater to use this jump in combination and ready it for multiple rotations (double flip). |
- Encouraging skaters to use more ice to gain speed for preparation - Introducing this jump to power classes to increase speed awareness. Coaches can also pair more powerful skaters with less powerful skaters to encourage development while performing jumps side by side. - Increasing position and technique awareness. Coaches may also consider exposing the skaters to different preparation and entries. - Reinforcing proper landing position |
|
Single Lutz |
Coaches can use many of the same strategies for the lutz as outlined in the flip in STAR 2 above. Two key areas of focus during the development of this jump, is the control of the BO edge before take off and the weight transfer to the toe during take off. Skaters have already been introduced to the “pivoting” action on the take off. This will be developed as a new feeling is introduced due to the BO edge entry. Coaches are encouraged to spend extra time teaching the mechanics of a proper BO edge to toe transfer when needed, as skaters will be assessed on this quality throughout freeskate development. Setting up solid technique and control on this jump in STAR 3 will ease the development needed for multiple rotations (ex: double lutz).
|
- Using the back spin to reinforce rotating axis and landing alignment. Coaches can have the skater jump up and down while spinning to reinforce take off and landing on the same foot. The back spin can also be used as a launching ground for the loop by having the skater “jump out” of the spin - Exercises to expose skaters to weight transfer needed from BO edge to take off toe. This can be done without rotation first to build awareness. - Exercises for BO edge awareness prior to take off (BO pivots, bwd slaloms, stand still exercises, etc.) - Reinforcing proper landing position - Jumps can also be trained off the ice for control, position and launch mechanics |
|
Waltz + Single Loop Combination |
The focus will be on equal flow for both jumps. This is the 3rd and final appearance for the waltz jump in STAR 1-5. The placement of this skill is to promote the readiness for the axel in STAR 4 as the waltz – loop action mimics the weight transfer |
- Video work to show skaters their technique, performance and flow - Reinforcement of technique exercises. Ex: 1W + 1L +1L +1L to challenge skaters to find proper take off technique for the loop regardless of flow - Increasing speed and distance, as the skater’s comfort level increases - Challenging the skaters control by having them land the waltz jump in the loop take off position and hold without taking off. This will encourage control and proper alignment. - Reinforcing proper landing position |
|
Single Loop + Single Loop Combination |
The loop-loop jump is a great way to reinforce the rotating axis while maintaining a strong core position. This jump will be the launching pad for many combinations at the higher levels. |
- Reinforcement of technique exercises. Ex: 1L + 1L +1L +1L to challenge skaters to find proper take off technique for the loop regardless of flow - Increasing speed and distance, as the skater’s comfort level increases - Increasing position and technique awareness. Coaches may also consider exposing the skaters to different preparation and entries. - Reinforcing proper landing position |
|
Backward Upright Spin |
At this level the back spin should be well established. Coaches will have had time to teach the skater the difference between a FI and BO spinning edge on this skill. Skaters should be able to demonstrate some definite revolutions on the BO edge. Centering should be evident. This spin will be the progression for the backward entry sit in this level as well. |
- Encouraging a fast and tight spinning position - Creating challenge and exploration exercises with in a spin session or station - Training the positions of the spin in isolation in lanes, on circles or around perimeter of ice. |
|
Sit Spin (backward entry) |
This spin encompasses more advanced technical requirements. It is introduced at STAR 3 for skaters to have the opportunity to develop these requirements in preparation for performance expectations in the upcoming levels. Coaches will have an opportunity to educate the skaters on proper spinning edge as well as proper position requirements for this spin. |
- Using off ice training to train core and leg strength needed to obtain position (both legs) - Using field move classes to train 1-foot sit glides, forwards and backwards (both legs) - Spin classes that challenge skaters to train different aspects of the spin in a fun way - Video work to show skater’s their position, as well as videos or in person examples of good positions. - Examining the print left on the ice after the spin to assess spinning circle size, edge and centering |
|
Camel – Sit Spin (forward entry) |
This is the first spin combination in the STAR 1-5 program. Skaters will use the skills built in STAR 2 to combine the camel and sit position into one spin. Coaches will have an opportunity to reinforce proper spin position requirements as well as number of revolutions per position to meet spin requirements. The concepts in this spin will be needed for further development as programs and higher levels will require combination spins. |
- Using off ice training to train core and leg strength or flexibility needed to obtain position - Using field move classes to train spiral to 1-foot sit glides (on each foot). To increase challenge, add spiral after sit glide. Ex: Spiral-sit glide-spiral (all on one foot) - Spin classes that challenge skaters to train different aspects of the spin in a fun way - Video work to show skater’s their position, as well as videos or in person examples of good positions. - Examining the print left on the ice after the spin to assess spinning circle size, edge and centering |
STAR 3 FREESKATE - PROGRAM
|
STAR 3 Freeskate - PROGRAM |
Rationale/progression: |
Strategies to train this skill include: |
|
STAR 3 Freeskate - Program |
This is the second program or routine assessed in the STAR 1-5 program. The mission of this program is to allow skaters the opportunity to experience program events while maintaining focus on quality skill performance. The program will be assessed on the following: - All required content is attempted in program - Program components: Skating Skills (proper skating technique), Performance (carriage, form & body line) and Interpretation (timing and character) This program is designed to be complimentary to development. It is not the main focus. The focus is on improving the skill development to prepare for upcoming levels. |
- Use the same piece of music for a group or multiple skaters. This will allow for a more efficient use of coach directed time at this level. Focus at this level is on skill execution in program as well as individual skating skill, performance and ability to highlight the timing. Choreography and routine layout is not assessed at this level. |
STAR 4 FREESKATE - ELEMENTS
This level continues to build on previous levels as well as introduce some new concepts.
NOTE: For every skill, one criteria has been identified as “mandatory”. Coaches need to be familiar with this mandatory criterion as it is necessary to be achieved to reach an overall passing rating for each skill. Be mindful that not all skills need to “pass” to achieve a successful overall assessment.
|
STAR 4 Freeskate - ELEMENTS |
Rationale/progression: |
Strategies to train this skill include: |
|
1Lz
|
This is a repeated element from STAR 3, allowing coaches to continue the development of technique and power. An incorrect edge take-off at this level will result in a Bronze assessment for this element, therefore quality take off technique will be high priority. |
- Encouraging skaters to use more ice to gain speed for preparation - Introducing this jump to power classes to increase speed awareness. Coaches can also pair more powerful skaters with less powerful skaters to encourage development while performing jumps side by side. - Increasing position and technique awareness. Coaches may also consider exposing the skaters to different preparation and entries. - Reinforcing proper landing position |
|
Single Axel (1A)
|
The introduction of the axel at this level is to ready the skater for the STAR 5 program requirement of “axel must be landed at < or better”. Coaches will have the opportunity to introduce and develop this skill using skills previously performed in the STAR 1-5 program. |
- Using off ice classes to introduce technique, transfer of weight, positions and launch. The axel could be introduced as early as STAR 2 in off ice classes. This is very beneficial to skater awareness and coordination necessary for this jump. - Harness work, either stationary, pole or installed to allow skaters to feel new technique. - Video work to show skater’s their position, as well as videos or in person examples of good positions or technique. - Reinforcement of technique exercises. (walk-throughs, jump-throughs, and other rotational or take-off progressions) |
|
1F+1T+C
|
This jump combination continues the development of the toe loop as the second jump. Coaches will have an opportunity to reinforce the BO edge take off and timing of weight transfer on the toe to ensure proper take-off technique. Skaters may also use this as a progression for double-double combinations in the upcoming levels. |
- Reinforcement of technique exercises. Ex: 1F + 1T +1T +1T to challenge skaters to find proper take off technique for the toe loop regardless of flow - Increasing speed and distance, as the skater’s comfort level increases - Incorporating this skill into a power jump class or pairing skaters to challenge speed and distance - Reinforcing proper landing position |
|
1Lo+1Lo+C |
First introduced in STAR 3, the loop-loop combination is further developed in STAR 4 as it is a key skill for rotational development. This skill will be used as a progression for double-double combinations. At this level, skaters will be expected to perform this combination with speed and confidence. |
- Reinforcement of technique exercises. Ex: 1L + 1L +1L +1L to challenge skaters to find proper take off technique for the loop regardless of flow - Increasing speed and distance, as the skater’s comfort level increases - Increasing position and technique awareness. Coaches may also consider exposing the skaters to different preparation and entries. - Reinforcing proper landing position |
|
Backward camel spin (CSp)
|
This spin encompasses more advanced technical requirements. It is introduced at STAR 4 for skaters to have the opportunity to develop the performance necessary for the flying camel spin and combination spins. Coaches will have an opportunity to educate the skaters on proper spinning edge as well as proper position requirements for this spin. |
- Using off ice training to train core and leg strength and flexibility needed to obtain position (both legs) - Using field move classes to train spirals, forwards and backwards (both legs) - Spin classes that challenge skaters to train different aspects of the spin in a fun way - Video work to show skater’s their position, as well as videos or in person examples of good positions. - Examining the print left on the ice after the spin to assess spinning circle size, edge and centering |
|
Change foot sit spin (CSSp)
|
With the exposure to forward and backward sit spins as well as the change foot upright spin in previous levels, skaters will apply their knowledge to the change foot sit spin. Once again, awareness of proper position as well as number of revolutions each position is held for will be key teaching points in this skill. Be sure to educate the skater that each side of the spin (each foot) will require 3 revolutions to be identified as a “spin”. This will be paramount when performing change foot spins at STAR 5 or higher (CPC system). Be mindful of the spinning edge on the backward part of the spin. This should be a definite BO edge. |
- Exploring exercises to develop comfort level changing feet while spinning. Ex: Fwd sit spin, change back sit spin, change forward sit spin, change back sit spin, etc. - Examining the print left on the ice after the spin to assess spinning circle size, edge and centering - Spin classes that challenge skaters to train different aspects of the spin in a fun way. Ex: contests for the longest spin, etc. - Examining the print left on the ice after the spin to assess spinning circle size, edge and centering |
|
Combination Spin or Change Combination Spin (CoSp or CCoSp)
|
At this level, skaters have a choice to do a combination spin on one foot or changing feet. Coaches are encouraged to expose the skaters to different possibilities and choose the spin that allows the skater to perform their strongest positions and speed of rotation. At this level, the focus is still on quality development and instilling confidence in performance. Keep in mind, if performing a CCoSp, skaters will need to perform 3 complete rotations per foot, for the spin to be assessed. |
- Exploring options of different combination possibilities - Incorporating challenges into spin classes or daily practices - Examining the print left on the ice after the spin to assess spinning circle size, edge and centering |
|
Flying Camel or Flying Sit Spin (FCSp or FSSp)
|
A new skill for skaters, coaches will have the opportunity to introduce a new type of take off for spins. Educating the skaters on performing a proper FO edge entry will be a key focus. Coaches are also encouraged to inform and train the skaters on the intended “air” position that they will be working toward achieving as this skill develops. Again, be mindful that this skill will require a total of 3 revolutions to be identified as a spin. |
- Using progressions from previous levels to help build this spin - Take off exercises that reinforce proper technique (taking off a FO edge vs BI edge) - Spin stations or sessions - Examples of good spins from either video or other skaters - Video work to reinforce body awareness and technique |
STAR 4 FREESKATE - PROGRAM
|
STAR 4 Freeskate - PROGRAM |
Rationale/progression: |
Strategies to train this skill include: |
|
STAR 4 Freeskate - Program |
This program has the exact same requirements as the STAR 3 program with the exception of the option for skaters to attempt an axel. The mission of this program is to allow skaters the opportunity to experience program events while maintaining focus on quality skill performance. The program will be assessed on the following (same as STAR 3): - All required content is attempted in program - Program components: Skating Skills (proper skating technique), Performance (carriage, form & body line) and Interpretation (timing and character) This program is designed to be complimentary to development. It is not the main focus. The focus is on improving the skill development to prepare for upcoming levels. |
- Use the same piece of music for a group or multiple skaters. This will allow for a more efficient use of coach directed time at this level. Focus at this level is on skill execution in program as well as individual skating skill, performance and ability to highlight the timing. Choreography and routine layout is not assessed at this level. |
STAR 5 Freeskate - Elements
STAR 5 Freeskate builds on skills learned thus far and encourages a greater level of development/performance.
NOTE: For every skill, one criteria has been identified as “mandatory”. Coaches need to be familiar with this mandatory criterion as it is necessary to be achieved to reach an overall passing rating for each skill. Be mindful that not all skills need to “pass” to achieve a successful overall assessment.
|
STAR 5 Freeskate - ELEMENTS |
Rationale/progression: |
Strategies to train this skill include: |
|
1A
|
The axel at STAR 5 is repeated to allow coaches to continue the development of this skill in preparation for the STAR 5 program requirements. The axel is a jump that is required throughout the freeskate discipline moving forward. Developing proper technique at this level will provide skaters with a solid foundation. |
- Using off ice classes to continue the development of strength in launch and positions. - Harness work, either stationary, pole or installed to allow skaters to feel new technique. - Video work to show skater’s their position, as well as videos or in person examples of good positions or technique. - Increasing speed and distance, as the skater’s comfort level increases - Reinforcing proper landing position |
|
Any double jump (2S, 2T, 2Lo, 2F, 2Lz) |
The introduction of any double jump is placed at STAR 5 to ensure skaters are being exposed to multiple rotation jumps at this stage of development. This is key to development. As every skater is different and has different strengths, coaches have the opportunity to train any or all double jumps that are most applicable to their skater. |
- Using off ice classes to introduce technique, take-off action, positions and launch. Double jumps could be introduced as early as STAR 3 in off ice classes. This is very beneficial to skater awareness and coordination necessary for these skills. - Harness work, either stationary, pole or installed to allow skaters to feel new technique. - Video work to show skater’s their position, as well as videos or in person examples of good positions or technique. - Reinforcement of technique exercises. (walk-throughs, jump-throughs, and other rotational or take-off progressions) |
|
1Lz+1T+C
|
This jump combination continues the development of both jumps, as they are key skills in the freeskate discipline. Coaches will have an opportunity to reinforce the proper take-off technique for both jumps. Skaters may also use this as a progression for double-double combinations in the upcoming levels. |
- Reinforcement of technique exercises. Ex: 1Lz + 1T +1T +1T to challenge skaters to find proper take off technique for the toe loop regardless of flow - Reinforcement exercises of the proper edge for the lutz. Ex: 1Lz cross-behind 1Lz cross-behind 1Lz, etc. - Increasing speed and distance, as the skater’s comfort level increases - Incorporating this skill into a power jump class or pairing skaters to challenge speed and distance - Reinforcing proper landing position |
|
SSp or CSp (Forward or Backward entry)
|
The repetition of a sit or camel spin at this level is placed here to reinforce the importance of strong quality basics. Skaters should display a strong position with good speed of rotation throughout the spin. Spins should be well centered at this level and have strong body lines. |
- Inclusion of basic positions in spin classes or station work - Exercises to encourage skaters to hold their positions as long as possible, spin as fast as possible and extend their positions. - Video work to reinforce performance reality vs performance perception |
|
Spin in 1 position with any variation (UpSp, CSp, SSp)
|
This skill is introduced at STAR 5 to encourage the development of variations to prepare for the next level of performance. Coaches are encouraged to introduce many different variations in many different basic positions to allow the skaters to explore their possibilities and discover their strengths. |
- Inclusion of variation exposure and practice in spin classes or station work - Off ice exercises to bring awareness and train the different positions available - Video work to reinforce performance reality vs performance perception |
|
CoSp or CCoSp
|
The combination spin is repeated at STAR 5, again to reinforce strong quality basics and continue development in this area. Skaters should display strong positions with good speed of rotation throughout the spin. Spins should be well centered at this level and have strong body lines |
- Exercises that explore combination spin technique. Ex: Camel-sit-camel-sit (on the same foot), camel change camel change sit change sit change upright change upright, etc. - Exercises to encourage skaters to hold their positions as long as possible, spin as fast as possible and extend their positions. - Video work to reinforce performance reality vs performance perception |
|
FCSp or FSSp
|
Coaches will have the opportunity to continue the development of flying spins at this level. Skaters should focus on quality positions as well as quality take-off techniques. This will enable the proper sequencing necessary for the skater to establish a center and initiate speed of rotation. |
- Using progressions from previous levels to help build this spin - Take off exercises that reinforce proper technique (taking off a FO edge vs BI edge) - Spin stations or sessions - Examples of good spins from either video or other skaters - Video work to reinforce body awareness and technique |
STAR 5 FREESKATE - PROGRAM
|
STAR 5 Freeskate - PROGRAM |
Rationale/progression: |
Strategies to train this skill include: |
|
STAR 5 Freeskate - Program |
This program matches the STAR 5 Event program and is designed to prepare skaters for the next level of performance. The program will be assessed on the following: - All required content is attempted in program with the exception of the AXEL. The axel must be landed at < or better. - Program components: Skating Skills (proper skating technique), Performance (carriage, form & body line), Interpretation (timing and character) and Transitions |
- Generally, skaters at this level have their own piece of music for their programs. |
STAR 1-5 Skater Training Book
The purpose of this training manual is to help skaters and coaches plan a successful season of skating. By planning the season a skater can account for competitions, ice shows, test days and other major elements throughout the season, which can impact a skaters training schedule as well as goals set for certain times of the season.
How to use this manual effectively
Read through the goal setting guidelines and use the worksheets that follow to set goals for the season. Having the big picture in mind will help when setting monthly, weekly and daily goals. If you know where you want to be by the end of the season, it’s much easier to have a plan for each training session, each week, as well as each month.
Also, included in this manual is a checklist that includes all the elements found on the STAR 1-5 tests. These can be used as daily tracking sheets to monitor training sessions and keep track of the path towards each a skater’s goals. If, by the end of the set time frame, a skater has not achieved a set goal, looking back on the number of times it was practiced as well as any challenges that came up will help to shape the goals going forward to the next month and show training areas that might need to be modified.
All the worksheets are in here for everyone to use, but don’t feel it necessary to use them all. Use what works best, and if goals are not being achieved, consider trying some of the other resources. Print off the number of monthly and weekly goal setting sheets required for the season to have on hand.
Warm-ups (on and off the ice), drills, as well as cool downs (on and off the ice) can be specific to each skater. Worksheets are provided to help set some effective warm up and cool down routines along with drills for different aspects of training.
SETTING GOALS
It is important to set goals so you know what you are working towards each season. Setting effective goals will help anyone achieve their desired outcomes. Here are some guidelines to follow and worksheets to use to help you set effective goals leading to successful outcomes.
Follow the SMART principle and make your goals…
|
S |
Specific – what are you trying to achieve? Simple |
|
M |
Measurable – how will you know you have achieved the goal? Meaningful |
|
A |
Achievable – is this goal in your realm of possibilities? Attainable |
|
R |
Realistic – can this goal be achieved in the set time frame? Relevant |
|
T |
Timely – when do I want this goal achieved by? Toward what you want |
How you phrase your goals also makes a big difference in your ability to achieve your desired outcome. For example, the phrasing of goal 2 is much more effective than the phrasing of goal 1.
- I will land my axel next month
- I will land my axel by the end of November.
The first goal will keep your mind focused on landing your axel “next” month (which will never come) and the second goal has a specific end date for your mind to focus on. Also, when writing goals for the season, phrase them as if they have already been achieved. So instead of stating “I will land my double flip” a better phrasing would be “I have landed my double flip jump successfully multiple times”.
Knowing your end goals makes the smaller monthly and weekly goals easier to figure out.
Step 1 – identify season goals and have them posted somewhere you can read them every day
Step 2 – break those larger season goals into monthly goals based on how the season is laid out with competition, test days etc.
Step 3 – break the monthly goals down even further into weekly goals and then daily goals depending on the number of days training each week.
Step 4 – make sure to review the monthly goals at the end of each month and adjust for the following month to stay in line with the overall season goals.
SEASON GOALS
|
|
COMPETITION |
TEST |
INDIVIDUAL ELEMENT |
OTHER Power/speed/control /expression, etc |
|
DANCE |
|
|
|
|
|
SKILLS |
|
|
|
|
|
FREESKATE-SOLO |
|
|
|
|
|
FREESKATE-ELEMENTS |
|
|
|
|
|
INTERPRETIVE |
|
|
|
|
|
OVERALL SKATING |
|
|
|
|
Monthly Goals
Monthly Goals for _______________ (month)
|
|
COMPETITION |
TEST |
INDIVIDUAL ELEMENT |
OTHER Power/speed/control /expression, etc |
|
DANCE |
|
|
|
|
|
SKILLS |
|
|
|
|
|
FREESKATE-SOLO |
|
|
|
|
|
FREESKATE-ELEMENTS |
|
|
|
|
|
INTERPRETIVE |
|
|
|
|
|
OVERALL SKATING |
|
|
|
|
WEEKLY GOALS
|
|
JUMPS |
SPINS |
SKILLS |
DANCE |
BONUS/OTHER |
|
WEEK 1 |
|
|
|
|
|
|
|
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
|
WEEK 2 |
|
|
|
|
|
|
|
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
|
WEEK 3 |
|
|
|
|
|
|
|
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
|
WEEK 4 |
|
|
|
|
|
|
|
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
|
WEEK 5 |
|
|
|
|
|
|
|
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
Achieved Yes No |
Am I on track?
Monthly reflection
(Achievements, challenges, solutions to challenges, etc):
DAILY TRAINING
Off-ice warm-up
|
Training session 1 |
Training session 2 |
Training session 3 |
Training session 4 |
Training session 5 |
Training session 6 |
Training session 7 |
|
CARDIO – examples include light jog (fwd and bwd), skipping, side hops
|
||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
ACTIVE STRETCHING – examples include step-kick, elbow-knee steps, leg swings, arm circles
|
||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
OFF-ICE JUMPS – examples include “h” hops, landing exercise, vertical jumps (straight up and with rotation), walk throughs |
||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
PROGRAM WALK THROUGH – full choreography
|
||||||
|
|
|
|
|
|
|
|
|
SETTING/REVIEWING GOALS FOR THE DAY
|
||||||
|
|
|
|
|
|
|
|
On-ice Warm up
|
Training session 1 |
Training session 2 |
Training session 3 |
Training session 4 |
Training session 5 |
Training session 6 |
Training session 7 |
|
CARDIO |
||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
POWER |
||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
SPEED |
||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Daily Checklist STAR 1
|
DANCE |
|
COMMENTS |
||||
|
FWD SWING ROLL |
|
|
|
|
|
|
|
FWD PROGRESSIVE |
|
|
|
|
|
|
|
FWD CHASSEE |
|
|
|
|
|
|
|
FWD SLIDE CHASSEE |
|
|
|
|
|
|
|
FWD CROSS ROLL |
|
|
|
|
|
|
|
SKILLS |
|
|||||
|
FWD EDGES |
|
|
|
|
|
|
|
FWD 3-TURNS |
|
|
|
|
|
|
|
FI MOHAWK TURN |
|
|
|
|
|
|
|
BASIC STROKING |
|
|
|
|
|
|
|
FWD SPIRAL CIRCLES |
|
|
|
|
|
|
|
FIELD MOVEMENTS |
|
|
|
|
|
|
|
FREESKATE |
|
|||||
|
WALTZ JUMP |
|
|
|
|
|
|
|
SALCHOW |
|
|
|
|
|
|
|
TOE LOOP |
|
|
|
|
|
|
|
FWD UPRIGHT SPIN |
|
|
|
|
|
|
|
BWD UPRIGHT SPIN |
|
|
|
|
|
|
|
BONUS/OTHER |
|
|||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Daily Checklist STAR 2
|
DANCE |
|
COMMENTS |
||||
|
DUTCH WALTZ |
|
|
|
|
|
|
|
CANASTA |
|
|
|
|
|
|
|
SKILLS |
|
|||||
|
BWD EDGES |
|
|
|
|
|
|
|
BWD 3-TURNS |
|
|
|
|
|
|
|
FWD CIRCLE ON CIRCLE |
|
|
|
|
|
|
|
2FT-1FT MULTI TURNS |
|
|
|
|
|
|
|
FO TURN SEQUENCE |
|
|
|
|
|
|
|
FRESSKATE -ELEMENTS |
|
|||||
|
SALCHOW |
|
|
|
|
|
|
|
LOOP |
|
|
|
|
|
|
|
FLIP |
|
|
|
|
|
|
|
WALTZ – TOE LOOP |
|
|
|
|
|
|
|
FWD SIT SPIN |
|
|
|
|
|
|
|
FWD CAMEL SPIN |
|
|
|
|
|
|
|
CHANGE FOOT UPRIGHT |
|
|
|
|
|
|
|
FREESKATE – PROGRAM |
|
|||||
|
BWD UPRIGHT SPIN |
|
|
|
|
|
|
|
TOE LOOP |
|
|
|
|
|
|
|
FWD SPIRAL SEQUENCE |
|
|
|
|
|
|
|
RUN THROUGH |
|
|
|
|
|
|
|
BONUS/OTHER |
|
|||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Daily Checklist STAR 3
|
DANCE |
|
COMMENTS |
||||
|
BABY BLUES |
|
|
|
|
|
|
|
BWD PROGRESSIVE |
|
|
|
|
|
|
|
BWD CHASSE |
|
|
|
|
|
|
|
BWD SWING ROLL SEQUENCE |
|
|
|
|
|
|
|
FI OPEN MOHAWKS |
|
|
|
|
|
|
|
RFO CROSS ROLL, CROSS BEHIND |
|
|
|
|
|
|
|
FO 3-TURN, BO EDGE |
|
|
|
|
|
|
|
SKILLS |
|
|||||
|
STROKING – POWER |
|
|
|
|
|
|
|
FWD SPIRAL CIRCLES |
|
|
|
|
|
|
|
FIELD MOVEMENTS |
|
|
|
|
|
|
|
FREESKATE – ELEMENTS |
|
|||||
|
FLIP |
|
|
|
|
|
|
|
LUTZ |
|
|
|
|
|
|
|
WALTZ – LOOP |
|
|
|
|
|
|
|
LOOP – LOOP |
|
|
|
|
|
|
|
BWD UPRIGHT SPIN |
|
|
|
|
|
|
|
BWD SIT SPIN |
|
|
|
|
|
|
|
FWD CAMEL/SIT SPIN COMBO |
|
|
|
|
|
|
|
FREESKATE – PROGRAM |
|
|||||
|
WALTZ OR AXEL |
|
|
|
|
|
|
|
RUN THROUGH |
|
|
|
|
|
|
|
FWD SPIRAL SEQUENCE |
|
|
|
|
|
|
|
BONUS/OTHER |
|
|||||
|
SALCHOW |
|
|
|
|
|
|
|
TOE LOOP |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Daily Checklist STAR 4
|
DANCE |
|
COMMENTS |
||||
|
SWING |
|
|
|
|
|
|
|
FIESTA |
|
|
|
|
|
|
|
SKILLS |
|
|||||
|
FWD BRACKETS |
|
|
|
|
|
|
|
BWD BRACKETS |
|
|
|
|
|
|
|
FWD DOUBLE 3S |
|
|
|
|
|
|
|
BWD CIRCLE ON CIRCLE |
|
|
|
|
|
|
|
FWD CHANGES OF EDGES |
|
|
|
|
|
|
|
FREESKATE – ELEMENTS |
|
|||||
|
LUTZ |
|
|
|
|
|
|
|
AXEL |
|
|
|
|
|
|
|
FLIP – TOE LOOP |
|
|
|
|
|
|
|
LOOP – LOOP |
|
|
|
|
|
|
|
BWD CAMEL SPIN |
|
|
|
|
|
|
|
CHANGE FOOT SIT SPIN |
|
|
|
|
|
|
|
COMBINATION SPIN |
|
|
|
|
|
|
|
FLYING CAMEL/FLYING SIT SPIN |
|
|
|
|
|
|
|
FREESKATE - PROGRAM |
|
|||||
|
BWD UPRIGHT SPIN |
|
|
|
|
|
|
|
FWD SPIRAL SEQUENCE |
|
|
|
|
|
|
|
BONUS/OTHER |
|
|||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Daily Checklist STAR 5
|
DANCE |
|
COMMENTS |
||||
|
WILLOW |
|
|
|
|
|
|
|
LFO OPEN MOHAWK |
|
|
|
|
|
|
|
FO DOUBLE KNEE BEND |
|
|
|
|
|
|
|
FWD PROGRESSIVE SWING ROLL SEQUENCE |
|
|
|
|
|
|
|
BWD PROGRESSIVE SWING ROLL SEQUENCE |
|
|
|
|
|
|
|
TEN FOX PROGRESSIVE |
|
|
|
|
|
|
|
LFO X-BEHIND |
|
|
|
|
|
|
|
FO X-ROLLS |
|
|
|
|
|
|
|
FO X-ROLL/3-TURN |
|
|
|
|
|
|
|
BO ROLLS |
|
|
|
|
|
|
|
SKILLS |
|
|||||
|
STROKING 1 - QUICK EDGES |
|
|
|
|
|
|
|
STROKING 2 - BWD SLALOM |
|
|
|
|
|
|
|
FREESKATE – ELEMENTS |
|
|||||
|
AXEL |
|
|
|
|
|
|
|
DOUBLE_____________ |
|
|
|
|
|
|
|
LUTZ – TOE LOOP |
|
|
|
|
|
|
|
SIT SPIN OR CAMEL SPIN |
|
|
|
|
|
|
|
ANY SPIN VARIATION |
|
|
|
|
|
|
|
COMBINATION SPIN |
|
|
|
|
|
|
|
FLYING CAMEL OR FLYING SIT SPIN |
|
|
|
|
|
|
|
FREESKATE – PROGRAM |
|
|||||
|
DOUBLE_____________ |
|
|
|
|
|
|
|
DOUBLE_____________ |
|
|
|
|
|
|
|
FWD SPIRAL SEQUENCE |
|
|
|
|
|
|
|
RUN THROUGH |
|
|
|
|
|
|
|
BONUS/OTHER |
|
|||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Drills that WORK for ME!
|
Waltz/Axel |
Salchow |
Toe loop |
|
|
|
|
|
Loop |
Flip |
Lutz |
|
|
|
|
|
Over/Under Rotating |
Stepping out |
2 foot landings |
|
|
|
|
Other Drills
(Spin/Field Movements/Power/Speed)
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Program Tracking
|
Date: |
|
|
|
|
|
|
Element |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Date: |
|
|
|
|
|
|
Element |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
On-ice Cool down
|
Training Session 1 |
Training Session 2 |
Training Session 3 |
Training Session 4 |
Training Session 5 |
Training Session 6 |
Training Session 7 |
|
Stroking Exercises
|
||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Active Stretches
|
||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Off-ice cool down
|
Training Session 1 |
Training Session 2 |
Training Session 3 |
Training Session 4 |
Training Session 5 |
Training Session 6 |
Training Session 7 |
|
Stretches
|
||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Sessoin Reflection
|
||||||
|
|
|
|
|
|
|
|
|
Goal Assessment
|
||||||
|
|
|
|
|
|
|
|
Post-competition Reflection
- Did your performance go as planned? YES/NO
Why/why not?
- Do you feel you were well prepared for this competition? YES/NO
Why/why not?
- Were you happy with your overall results? YES/NO
Why/why not?
- What would you change about your preparation for your next competition?
- What would you like to change about your performance for your next competition and how can you train it?
- Did you notice any distractions that may have taken your focus? YES/NO
What were they?
- Was there anything you or other people did that helped get you back on track?
- What do you feel were your biggest challenges about this competition?
- What do you feel were you most successful strategies for this competition? (what worked really well?)
- Do you feel you can improve you performance? YES/NO
- If yes, how and what will help you?
- What are your goals for your next competition?
END OF SEASON REFLECTION
What were my goals for the season?
Did I achieve them? Explain
What factors affected the outcome of my goals (both positive and negative)?
What did I learn about myself and my training this past year?
MOVING FORWARD TO NEXT SEASON!
What are my goals for next season?
How will I incorporate what I learned from this year into next year’s training?
What will be my biggest challenges?
What strategies do I have to help me overcome these challenges?
What will be my biggest motivation?
IN MY TRAINING I WOULD LIKE TO:
STOP:
CONTINUE:
START:
Contemporary Music Playlist for Pattern Dance
| Contemporary Dance Music Playlist | ||||
|
STAR Level |
BPM | Actual | Tune/Artist | |
| STAR 2a | Dutch Waltz | 138 | 140 | You and Me - Lifehouse |
| 138 | I'll Be - Edwin McCain | |||
| STAR 2b | Canasta Tango | 104 | 100 | El Capitalismo... - Gotan Project |
| 105 | Rolling in the Deep - Adele | |||
| STAR 3a | Baby Blues | 88 | 88 | One Less Lonely Girl - Bieber |
| 88 | The Lazy Song - Kidz bop Kidz | |||
| STAR 4a | Swing Dance | 96 | 96 | Put Your Records On - Corinne Bailey Rae |
| 97 | Single Ladies - Beyoncee | |||
| STAR 4b | Fiesta Tango | 108 | 108 | Una Musica Brutal - Gotan Project |
| 108 | Set Fire to the Rain - Adele | |||
| STAR 5a | Willow Waltz | 138 | 140 | You and Me - Lifehouse |
| 138 | I'll Be - Edwin McCain | |||
| Note: BPM = the pattern dance beats per minute; ACTUAL = bpm of the tune indicated | ||||
STAR 1 – 5 Fitness Plans
Plan A –
Fall Season 10 weeks
Session Length – 45 minutes
|
|
Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 – ACTIVE REST |
|
Circulatory Warm-up (5 -7 minutes) |
Jogging or Stairs |
Skipping |
Ladder Drills (Co-ordination) |
Jogging or Stairs |
Skipping |
|
Dynamic Range of Motion (ROM) (8-10 minutes) |
10 repetitions each - Arm circles - Torso rotations - Front/back leg swings - Sideways leg swings - Hip figure eights - Dynamic spirals - Ankle rotations |
2 x 10 metres - Jogging (forwards/ backwards) - Knee ups - Kick backs - Side hops - Karaoke - Zig zag jumps |
10 repetitions each - Arm circles - Torso rotations - Front/back leg swings - Sideways leg swings - Hip figure eights - Dynamic spirals - Ankle rotations |
2 x 10 metres - Jogging (forwards/ backwards) - Knee ups - Kick backs - Side hops - Karaoke - Zig zag jumps |
2-3 movement games (unrelated to skating) that stimulate teamwork, hand/eye/foot coordination, and FUN!
ie. Reaction Balls, Circle Volleyball, Fox & Rabbit, European Handball, Soccer, Ball Hockey. |
|
Strength Training Circuit (10 minutes) |
Heel walks 2x20 - Standing rows 2x15 - Wall sit 2x20 secs - Bicep curls 2x15 - Spiral balance 2x15 secs each - Shoot the duck 2x5 secs each |
Jumping Jacks 2x20 - Shoulder lateral raises 2x10 - Squats 2x12 - Push ups 2x12 - Rear leg lifts 2x15/ leg |
Heel walks 2x20 - Standing rows 2x15 - Wall sit 2x20 secs - Bicep curls 2x15 - Spiral balance 2x15 secs each - Shoot the duck 2x5 secs each |
- Jumping Jacks 2x20 - Shoulder lateral raises 2x10 - Squats 2x12 - Push ups 2x12 - Rear leg lifts 2x15/ leg |
|
|
Core Conditioning Circuit (8-10 minutes) |
Bent-knee hinges 2x10/leg - Hip raises (hold 3 secs) 2x10 - Alternate arm/leg raise (hold 3 secs) 2x10/side - Plank 2x20 secs |
Dead bugs 2x7/side - Hip raise hold with leg extension 2x15 secs/leg - Crunches 2x15 - Side Plank 2x15 secs |
Bent-knee hinges 2x10/leg - Hip raises (hold 3 secs) 2x10 - Alternate arm/leg raise (hold 3 secs) 2x10/side - Plank 2x20 secs |
- Dead bugs 2x7/ side - Hip raise hold with leg extension 2x15 secs/leg - Crunches 2x15 - Side Plank 2x15 secs |
|
|
Stretch (10 minutes) |
Stretches 45 secs each |
Stretches 45 secs each |
Stretches 45 secs each |
Stretches 45 secs each |
Stretches 45 secs each |
|
|
Week 6 |
Week 7 |
Week 8 |
Week 9 |
Week 10 – ACTIVE REST |
|
Circulatory Warm-up (5 -7 minutes) |
Jogging or Stairs (add 2-3 mins) |
Skipping (add 1-2 mins backwards) |
Ladder Drills (Co-ordination) |
Jogging or Stairs (add 2-3 mins) |
Skipping |
|
Dynamic Range of Motion (ROM) (8-10 minutes) |
10 repetitions each - Arm circles - Torso rotations - Caterpillar - Front/back leg swings - Sideways leg swings - Hip figure eights - Dynamic spirals - Ankle rotations |
2 x 10 metres - Jogging (forwards/ backwards) - Knee ups (forwards/ backwards) - Kick backs (forwards/ backwards) - Side hops - Karaoke - Zig zag jumps (forwards/ backwards) |
10 repetitions each - Arm circles - Torso rotations - Caterpillar - Front/back leg swings - Sideways leg swings - Hip figure eights - Dynamic spirals - Ankle rotations |
2 x 10 metres - Jogging (forwards/ backwards) - Knee ups (forwards/ backwards) - Kick backs (forwards/ backwards) - Side hops - Karaoke - Zig zag jumps (forwards/ backwards) |
* 2-3 movement games (unrelated to skating) that stimulate teamwork, hand/eye/foot coordination, and FUN!
ie. Reaction Balls, Circle Volleyball, Fox & Rabbit, European Handball, Soccer, Ball Hockey. |
|
Strength Training Circuit (10 minutes) |
- Heel walks 2x30 - Standing rows 2x20 - Wall sit 2x30 secs - Bicep curls 2x20 - Spiral balance 2x25 secs each - Shoot the duck 2x10 secs each |
- Jumping Jacks 2x30 - Shoulder lateral raises 2x15 - Squats 2x15 - Push ups 2x15 - Rear leg lifts 2x20/ leg |
- Heel walks 2x30 - Standing rows 2x20 - Wall sit 2x30 secs - Bicep curls 2x20 - Spiral balance 2x25 secs each - Shoot the duck 2x10 secs each |
- Jumping Jacks 2x30 - Shoulder lateral raises 2x15 - Squats 2x15 - Push ups 2x15 - Rear leg lifts 2x20/ leg |
|
|
Core Conditioning Circuit (8-10 minutes) |
- Bent-knee hinges 2x15/leg - Hip raises (hold 5 secs) 2x12 - Alternate arm/leg raise (hold 5 secs) 2x12/side - Plank 2x30 secs |
Dead bugs 2x12/ side - Hip raise hold with leg extension 2x25 secs/leg - Crunches 2x25 - Side Plank 2x25 secs |
Bent-knee hinges 2x15/leg - Hip raises (hold 5 secs) 2x12 - Alternate arm/leg raise (hold 5 secs) 2x12/side - Plank 2x30 secs |
Dead bugs 2x12/ side - Hip raise hold with leg extension 2x25 secs/leg - Crunches 2x25 - Side Plank 2x25 secs |
|
|
Stretch (10 min) |
Stretches 45 secs each |
Stretches 45 secs each |
Stretches 45 secs each |
Stretches 45 secs each |
Stretches 45 secs each |
Plan B –
Winter Season 10 weeks
Session Length – 45 minutes
|
|
Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 – ACTIVE REST |
|
Circulatory Warm-up (5 -7 minutes) |
Jogging: include 3 10-15 sec sprints |
Skipping (fwd/bwd/doubles) |
Ladder Drills (Co-ordination) |
Jogging: include 3 10-15 sec sprints |
Skipping |
|
Dynamic Range of Motion (ROM) (8-10 minutes) |
10 repetitions each - Arm circles (opposing) - Half or full 2 ft rotations (fwd/bwd ) - Walking leg swings - Walking hip ROM - Lateral bounds - Caterpillar spirals *optional: add some basics of off-ice jumping |
2 x 10 metres - Suicides (forward/ backwards) - High-knee crossovers - Karaoke quick step - Squat hops - Zig zag jumps into landing position |
10 repetitions each - Arm circles (opposing) - Half or full 2 ft rotations (fwd/bwd) - Walking leg swings - Walking hip ROM - Lateral bounds - Caterpillar spirals *optional: add some basics of off-ice jumping |
2 x 10 metres - Suicides (forward/ backwards) - High-knee crossovers - Karaoke quick step - Squat hops - Zig zag jumps into landing position |
2-3 movement games (unrelated to skating) that stimulate teamwork, hand/eye/foot coordination, and FUN!
ie. Reaction Balls, Circle Volleyball, Fox & Rabbit, European Handball, Soccer, Ball Hockey. |
|
Strength Training Circuit (10 minutes) |
- Inside/outside ankle walks 2x20 - Partner push/pull 2x20 - Power squats 2x10 - Triceps dips 2x12 - Catch foot balance 2x20 secs each |
- Sideways step-ups 2x12/leg - Shoulder front raises 2x12 - Bwds lunges 2x12 - Push ups 2x20 - Y-stand balance 2x20 secs/leg |
- Inside/outside ankle walks 2x20 - Partner push/pull 2x20 Power squats 2x10 - Triceps dips 2x12 - Catch foot balance 2x20 secs each |
- Sideways step-ups 2x12/leg - Shoulder front raises 2x12 - Bwds lunges 2x12 - Push ups 2x20 - Y-stand balance 2x20 secs/leg |
|
|
Core Conditioning Circuit (8-10 minutes) |
- Roll-ups 2x10 - Hip raise sequence 2x3x5/leg - Reverse curls 2x15 - Plank 2x15 secs/ leg |
- V-ups 2x7 - Oblique twists 2x15/side - Side leg sequence 2x2x10 secs/leg - Superman sequence 2x3x7 seq. |
- Roll-ups 2x10 - Hip raise sequence 2x3x5/leg - Reverse curls 2x15 - Plank 2x15 secs/ leg |
- V-ups 2x7 - Oblique twists 2x15/side - Side leg sequence 2x2x10 secs/leg - Superman sequence 2x3x7 seq. |
|
|
Stretch (10 minutes) |
Stretches 45 secs each |
Stretches 45 secs each |
Stretches 45 secs each |
Stretches 45 secs each |
Stretches 45 secs each |
|
|
Week 6 |
Week 7 |
Week 8 |
Week 9 |
Week 10 – ACTIVE REST |
|
Circulatory Warm-up (5 -7 minutes) |
Jogging: include 5 10-15 sec sprints |
Skipping (fwd/bwd/doubles) |
Ladder Drills (Co-ordination) |
Jogging: include 5 10-15 sec sprints |
Skipping |
|
Dynamic Range of Motion (ROM) (8-10 minutes) |
10 repetitions each - Arm circles (opposing) - Half or full 2 ft rotations (fwd/bwd) - Walking leg swings - Walking hip ROM - Lateral bounds - Caterpillar spirals
*optional: add some basics of off-ice jumping |
3 x 10 metres - Suicides (forward/ backwards) - High-knee crossovers - Karaoke quick step - Squat hops - Zig zag jumps into landing position |
10 repetitions each - Arm circles (opposing) - Half or full 2 ft rotations (fwd/bwd) - Walking leg swings - Walking hip ROM - Lateral bounds - Caterpillar spirals
*optional: add some basics of off-ice jumping |
3 x 10 metres - Suicides (forward/ backwards) - High-knee crossovers - Karaoke quick step - Squat hops - Zig zag jumps into landing position |
* 2-3 movement games (unrelated to skating) that stimulate teamwork, hand/eye/foot coordination, and FUN!
ie. Reaction Balls, Circle Volleyball, Fox & Rabbit, European Handball, Soccer, Ball Hockey. |
|
Strength Training Circuit (10 minutes) |
- Inside/outside ankle walks 2x30 - Partner push/pull 2x30 - Power squats 2x15 - Triceps dips 2x15 - Catch foot balance 2x30 secs each |
- Sideways step-ups 2x15/leg - Shoulder front raises 2x15 - Bwds lunges 2x15 - Push ups 2x20 - Y-stand balance 2x30 secs/leg |
- Inside/outside ankle walks 2x30 - Partner push/pull 2x30 - Power squats 2x15 - Triceps dips 2x15 - Catch foot balance 2x30 secs each |
- Sideways step-ups 2x15/leg - Shoulder front raises 2x15 - Bwds lunges 2x15 - Push ups 2x20 - Y-stand balance 2x30 secs/leg |
|
|
Core Conditioning Circuit (8-10 minutes) |
- Roll-ups 2x15 - Hip raise sequence 2x3x7/leg - Reverse curls 2x20 - Plank 2x20 secs/ leg |
- V-ups 2x12 - Oblique twists 2x20/side - Side leg sequence 2x2x15 secs/leg - Superman sequence 2x3x12 seq. |
- Roll-ups 2x15 - Hip raise sequence 2x3x7/leg - Reverse curls 2x20 - Plank 2x20 secs/ leg |
- V-ups 2x12 - Oblique twists 2x20/side - Side leg sequence 2x2x15 secs/leg - Superman sequence 2x3x12 seq. |
|
|
Stretch (10 min) |
Stretches 45 secs each |
Stretches 45 secs each |
Stretches 45 secs each |
Stretches 45 secs each |
Stretches 45 secs each |
Communication & Tools
Throughout the STAR 1-5 program, coaches will need to communicate with:
|
|
|
|
Parents |
- Program information (session organization, layouts, lesson formats, fees, sport system, equipment, importance to multi sport participation, event/competition planning, etc. |
|
Club Board Members |
- Club vision, program vision, scheduling and programming (on and off ice), fee structure for skaters, test procedures and logistics, parent education delivery strategies, etc. |
|
Fellow Coaches |
- Club vision, program vision and logistics, test procedures and logistics, scheduling and programming details (strategies for maximum coach directed time), parent education delivery strategies, team coaching opportunities, standardization of assessments, clarification of STAR 1-5 content, etc. |
|
Skaters |
- Coaches will have constant communication with their skaters for skill development, monitoring, assessing and planning. A collection of tools that coaches may find helpful can be found in this document. |
PARENTS
Educating parents through the STAR 1-5 program will be an ongoing process. It is imperative that communication be frequent and accessible throughout this stage of development.
Parent education can be delivered in many formats:
- Group meetings
- Individual meetings
- Newsletters, website, bulletin boards, etc.
- Direct Parents to Skate Canada Info Center – STAR 1-5 Resource Toolkit
Regardless of the format chosen, please ensure your club has someone available answer questions face to face, as this is the best form of communication and clarification. The following pages are templates for the club to use for providing information to its members.
Note: There are areas within the templates for club/school specific information to be inserted.
AGENDA
STAR Parent Information Session
Date:
Time:
Location:
- Welcome
Distribute hard copies of schedules, program overview, equipment, safety procedures, website information etc.
- Introductions: The STAR Team
Coaches – insert information re: who they are - hand out bio sheets if available
Program Assistants – who they are, role they play, how identified on ice
Test Chair – who they are and their role
Coordinator(s) – who they are and their role
- Overview and program format
Objective of program: To train skaters in the sport of figure skating from CanSkate to the Learn to Compete stage of development. STAR 1-5 covers the Learn to Train stage of development and will offer the skaters a solid pathway for development.
Overview of all disciplines – Skills will train skaters on edges, turns, power and field moves. Freeskate will train skaters on jump and spin technique as well as introduce them to programs. Dance will train the skaters on dance steps and technique, pattern dances, timing and carriage. Skaters will participate in all disciplines at this level of training.
Coach assessments – Skaters in this program will be assessed by the coach that is teaching them each discipline. This will allow skaters to have access to assessments when are ready, as will as be more convenient for the parents as all assessments can be done on the skater’s regular session.
Assessment to standard – All assessments in the STAR 1-5 program will be assessed to a standard. This standard will also be used at the STAR 1-5 events. Skaters are encouraged to reach a Gold standard for as many skills as they can.
Session formats – To increase and maximize coach directed time on the STAR 1-5 sessions, clubs will use a variety of formats during this “golden age of learning” to facilitate strong skill development. This may include; on and off ice classes, group, semi-private or private lessons or stations.
- Facility Information
Dressing room allocation
Club office information and location of bulletin boards etc.
- Club information
Special dates, website information, other programs offered i.e. off ice
- Questions
Allow time for questions and discussions
Sample Parent Info Letter
Date
Dear parent/guardian:
Your skater is now ready for the STAR program! The STAR 1-5 program has five levels of assessment for skaters in three disciplines of Figure Skating. These levels of assessments align with the STAR 1-5 events. The STAR 1-5 program offers opportunities for skaters to develop basic skating skills in three different areas: Freeskate, Dance, Skills
Skaters will transition with ease from CanSkate stage 6 to the STAR levels. Skills introduced in the CanSkate stages are advanced and refined in the STAR Program. Advanced figure skating elements such as single and double jumps, spins, ice dance and skills, will be covered in this program.
In order to maximize skaters time with a Skate Canada professional coach the club may use a variety of formats including classes, group lessons, stations and more. Your skater will receive instruction in all three disciplines during their time on the ice for solid development.
As your skater masters the skills at each level they will be assessed by their coach on a regular session. There are 23 assessments in the STAR 1-5 program. All assessments have a Skate Canada fee of $12 which must be paid prior to the assessment. Your skaters training will also include off-ice warm-up and/or jump, stretch, movement and fitness classes. Off-ice training is a critical piece of development as skaters must ensure their bodies are ready for the on-ice demands.
STAR program participants love to perform! The STAR program offers several opportunities for these skaters to demonstrate what they have learned. They have many opportunities to do this: Club Events, Interclub Events, Regional Events and Invitational Events.
Further information may be obtained by:
Assessment Procedures and Tips
The STAR 1-5 program includes five levels of assessment in each discipline: Skills, Freeskate and Dance
Coach assessment of the skater is a very important part of a skater’s development
- It measures their progress and allows them to see the results of their hard work
- It allows the coach, parent and skater to plan the season ahead
- Assessments may be done at any time throughout the season
- Your coach will decide which assessment your child is prepared for and will advise you when an assessment will be done
Each child will progress at his/her own pace, and will have immediate access to assessment when ready for advancement. Coaches will notify you of the upcoming session on which your skater will be assessed. Skaters will be assessed on their regular scheduled session time. The only exception to this may be some STAR 5 assessments that require clear ice. Your skater’s coach will provide you with the appropriate dates and times if the assessment requires "clear ice".
Assessment day
Hair should be neat; it is best to tie it back or put it up. This helps the coach to assess your posture as well as present a tidy appearance. Ensure that your skates and laces are clean and tidy. Coaches will inform the skater of the appropriate attire required for each assessment.
The following may be used as a suggestion for Assessment day attire:
STAR 1 & 2: Regular practice attire acceptable
STAR 2 – 5: Performance attire recommended
Gloves and jackets may be worn for warm-up, but should be removed for the assessment (if temperature provides).
Each skater will get time to warm up prior to their assessment. Skaters will need to obtain an overall rating of Silver or better to be successful on the assessment. Once the coach has completed his/her evaluation, the result will be given to the skater and be recorded by the club for submission to Skate Canada.
Assessment Day Fees
The Skate Canada fee for all STAR assessments is $12. The assessment fee must be paid prior to the skater being assessed.
Equipment & Attire Recommendations
-
Skates
Figure skates are preferred but not mandatory. Hockey skates may be worn in the STAR 1-5 program. Skaters at this level should be in a sturdy boot with a quality blade. Sharpening should be performed by a trained professional.
-
On-ice attire
Skaters should wear athletic clothing on the ice in layers. Clothes should be form fitting or close to it, to allow coaches to see the body line for proper execution of technique. Baggy, loose fitting attire is not acceptable. Gloves should be worn versus mittens, if temperature permits, to allow for more articulation of the hands and fingers.
-
Off-ice attire
All skaters should be in appropriate active wear for the off-ice class they will be attending. Appropriate foot wear must be worn as per the class they will be attending i.e. ballet shoes for ballet class, running shoes for fitness class etc.
-
Assessment Day attire
STAR 1 & 2: Regular practice attire acceptable
STAR 2 – 5: Performance attire required.
Gloves and jackets may be worn for warm-up, but should be removed for the assessment (if temperature provides).
Hair should be neat and pulled back away from the face.
Skates and laces should be clean and tidy.
-
Skate care and storage:
Skates should be transported in a bag that allows for the following: gloves, extra laces, skate guards, small towel to dry skate blades, blade protectors, Band-Aids, extra socks or tights, hair elastics, hair brush, water bottle, tissues, etc.
Proper care of the skates should include:
- drying the blade after each use ensuring all snow and ice have been removed. This includes the sole of the boot.
- Placing dry blades into a cloth blade protector for storage. Do not put blades back into the skate guards, as trapped water could form rust on the edges of the blade.
- Skates should be aired out each day after practice to allow the leather to dry. Skater’s feet sweat inside their skates. Damp leather could rot and weaken the boot.
- Blades should be sharpened approximately 20 – 40 hours of use, depending on quality of blade.
- Blades should always be protected when walking to and from the ice surface by skate guards. NEVER walk on floors with unprotected blades.
Providing your child with appropriate skating equipment will help them improve their skating skills more quickly and will make their on-ice experience more enjoyable.
Note: check with your skater’s coach for exact information on equipment and attire expectations.
Your Skater is Ready for Assessment
CONGRATULATIONS _________________!
(name of skater)
You have been identified as ready to be assessed for the following STAR level:
|
STAR LEVEL |
Skills |
Freeskate Elements |
Freeskate Program |
Dance A |
Dance B |
Date of Assessment |
|
STAR 1 |
|
|
|
|
|
|
|
STAR 2 |
|
|
|
|
|
|
|
STAR 3 |
|
|
|
|
|
|
|
STAR 4 |
|
|
|
|
|
|
|
STAR 5 |
|
|
|
|
|
|
(Check appropriate assessment)
The assessment for this level has been scheduled for the date indicated. Please inform your coach if you are unable to attend your regular lesson this day.
Insert any additional club procedures that need to be followed here…
_______________________ ________________________
Date Signature of Coach
Equivalency
| OLD | STAR 1-5 Dance | STAR 1-5 Freeskate | STAR 1-5 Skills |
| Preliminary | |||
| Dutch | STAR 2a - Dutch | ||
| Canasta | STAR 2b - Canasta | ||
| Baby Blues | STAR 3a - Baby Blues | ||
| FS Elements | STAR 3 Elements | ||
| FS program | STAR 3 Program | ||
| Skating Skills | STAR 3 | ||
| Jr. Bronze | |||
| Swing | STAR 4a - Swing | ||
| Fiesta | STAR 4b - Fiesta | ||
| Willow | STAR 5 - Willow | ||
| FS Elements | STAR 5 Elements | ||
| FS program | STAR 5 Program | ||
| Skating Skills | STAR 5 |
Full Preliminary = STAR 3
Full Junior Bronze = STAR 5
Frequently Asked Questions
STAR Revisions: Frequently Asked Questions (FAQ)
- What is the date for full implementation? All clubs/schools and coaches must be ready to implement STAR 1-5 programming and assessments on September 1, 2017. From this date onwards the Preliminary and Jr. Bronze tests will no longer be available.
- Will skaters have to start with STAR 1 assessments when they are capable of starting at the STAR 5 level?
Skaters new to STAR must begin with STAR 1. If a skater has previously passed a Preliminary or higher test they will granted an equivalency in that discipline into the appropriate STAR level.
- Is there an Equivalency Chart?
The equivalency chart is posted in the previous chapter of the Toolkit.
Due to the new format and philosophy of the STAR 1-5, coaches may have skaters be assessed at levels they have been grandfathered to for developmental reasons. NOTE: Any levels that are assessed below the grandfathering level for that skater can be assessed at no charge. (Please do not submit the grandfathered assessments to Skate Canada)
- Where can resources for the revised program and assessments be found on line?
Resources are available on Info Center/STAR 1-5 Resource Toolkit and on the Education and Learning Academy. The STAR 1-5 program and assessment modules are located on Skate Canada’s Education and Learning Academy.
- When assessing, what will the standards be?
The standards are set nationally. There is a written standard and description for each skill. Every skill for each discipline has been captured on video at standard, below standard and above standard to help guide coaches through the expectations.
- How will skaters & coaches get a chance to learn from a judge/official’s expertise?
Judges and officials will still be assessing skaters at events/competitions and are available to do monitoring at the club level. Judges and officials are a valuable member of our skater development team.
- How do the coaches get paid for their time doing the evaluations?
The coach is assessing during a skaters’ regular session and lesson. The assessment essentially becomes part of their job description. Coaches will use existing lesson time to assess their skaters. The coach will charge for the time spent with the skater as they would for a regular lesson.
- Will the requirements for events change to align with the assessments?
STAR 1-5 freeskate events and assessments have been designed to align with each other. The STAR 2-5 program assessments will be exactly the same as the event criteria.
- Will the coaches be responsible for the paper work for setting up the assessments?
Each club will decide the process that works the best for them. The test chair, in consultation with the coaching staff, will ultimately be responsible for setting up this process and for ensuring the results are submitted to Skate Canada. Coaches are encouraged to fill out the assessment sheet for their own skaters. Information on this can be found in the Test Chair Guidelines and Assessor Guide.
- Is there a target date for the completion of the remaining test system?
STAR 6 -Gold content development is underway. An overview of the next levels has been developed and will be posted by May 5th.
- Does the Test Chair have to administer, attend each assessment day, book ice and secure evaluators? No, STAR 1-5 assessments will be done on regular sessions and the assessments are done by the skaters’ coach. The test chair should ensure that the appropriate assessment sheets are printed and available for coaches to use. Please refer to the Assessment Guide.
- Do we have to submit a summary sheet after every assessment? This could mean submitting summary sheets multiple times a week or month. We are suggesting that a summary sheet be left “open” for thirty days. At the end of the thirty days, the summary sheet and all fees collected will then be submitted to Skate Canada National Service Center via summary sheet or online test submission.
- Who submits the summary sheet and payment for a skater doing an assessment at a club/school other than their home club/school. The home club of the skater should be submitting the results and Skate Canada fees for the skater.
- Will the safety and flow of the session be affected by coaches conducting assessments? No, the session will remain unaffected. The coach will provide an assessment in the same manner as they would teach a regular lesson.
