MARCH/APRIL 2021
Amber Glenn
2021 Ladies Silver Medalist
U.S. FIGURE SKATING CHAMPIONSHIPS
Coached by Darlene Cain & Peter Cain
For the coaches. The Professional Skaters Foundation was founded to expand the educational opportunities of PSA members through a non-profit, charitable foundation. Visit skatepsa.com for more information.
All contributions are tax-deductible.
MARCH/APRIL 2021
COLUMNS 2
Team PSA
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President’s Message
6
Ratings
FEATURES
| Alex Chang
| Cheryl Faust
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Sport Science
18
Education
24
Coaching Development |
42
Best Business Practices
| Garrett Lucash
| Carol Rossignol Heidi Thibert
DEPARTMENTS 7 16 36 44 46
Professional Development Recognition Obituary
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TEAM PSA: 2021 Summit
14
New PSA Member Portal
15
U.S. Figure Skating Centennial Celebration
21
Self-Care Strategies for Coaches |
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FCC: A Solid Foundation to Build Upon |
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U.S. Figure Skating Championships: What Happened In Las Vegas... | Kent McDill
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2021 Honor Roll of PSA Coaches
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Foundations of Nutrition |
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PSA Board of Governors Nominess
40
USOPC Presentation #14+ Years Old
Sarah Neal
Terri Milner Tarquini
Julianne Pondelli
Professional Skaters Foundation New Members PSA Calendar of Events Elizabeth Thornton | Editor/Advertising Amanda Taylor | Art Director
Find, Friend, Follow
Issue No 2 |
COVER PHOTO BY MELANIE HEANEY
WWW.SKATEPSA.COM
PS MAGAZINE
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2020: PSA's Year in Review
PSA OFFICERS President First Vice President Second Vice President Third Vice President Treasurer Past President PSA BOARD OF GOVERNORS West Mid-West
2020 was quite a year! Looking back, PSA is proud to say we continued to offer membership services, events, and accreditation throughout the pandemic. Check out some of our stats...
974
attendees for the first-ever Virtual Summit Pivoting to a virtual summit just weeks before the event was a massive undertaking but allowed more coaches than ever before to participate in the event.
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pages of PS Magazine With the move to a digital magazine, PSA can now create and share mobile-friendly articles on social media.
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emails to members Email remains the preferred method of communication for PSA members, so we kept you updated with at least two messages a week.
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virtual rating exams Lockdowns didn't stop us from helping you reach professional development and accreditation goals.
Looking forward to 2021! The next year promises to be busy with virtual ratings, virtual ratings prep, webinars, and the 2021 Virtual Summit.
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East Members at Large
Committee on Professional Standards Ratings Chair Events Chair ISI Rep to PSA U.S. Figure Skating Rep to PSA PSA Rep to U.S. Figure Skating Summit Chairs Executive Director COMMITTEE CHAIRS Awards Coaches Hall of Fame Education Accelerated Coaching Partnerships Area Representatives Hockey Skating Sport Science Endorsements Executive Executive Nominating Finance Nominating Professional Standards PSA Rep to ISI Ratings Adaptive Skating PSA AREA REPRESENTATIVES Area 1 Martha Harding Area Area 2 Kimberlie Wheeland Area Area 3 Andrea Kunz-Williamson Area Area 4 Jill Stewart Area Area 5 Angela Roesch-Davis Area Area 6 Maude White Area Area 7 Nicole Gaboury Area Area 8 Melanie Bolhuis Area Area 9 Lisa Bardonaro-Reibly
Alex Chang Rebecca Stump Tim Covington Denise Williamson Lisa Hernand Christine Fowler-Binder Phillip Mills Michelle Lauerman Andrea Kunz-Williamson Patrick O'Neil Cheryl Faust Doug Haw Derrick Delmore Tom Zakrajsek Phillip DiGuglielmo Kelley Morris Adair Cheryl Faust Patrick O'Neil Jane Schaeber Colin McManus Kelley Morris Adair Teri Klindworth Hooper Rebecca Stump Tim Covington Jimmie Santee
Andrea Kunz-Williamson Christine Fowler-Binder Rebecca Stump Phillip Mills Debbie Jones Gloria Leous Jordan Mann Garrett Lucash Jimmie Santee Alex Chang Christine Fowler-Binder Lisa Hernand Christine Fowler-Binder Kelley Morris Adair Gerry Lane Cheryl Faust Mary Johanson
10 11 12 13 14 15 16 17
Francesca Supple Charmin Savoy Roxanne Tyler Liz Egetoe Marylill Elbe Tiffany McNeil Russ Scott Stacie Kuglin
DISCLAIMER: Written by Guest Contributor | PSA regularly receives articles from guest contributors. The opinions and views expressed by these contributors are not necessarily those of PSA. By publishing these articles, PSA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. THE PROFESSIONAL SKATER Magazine Mission: To bring to our readers the best information from the most knowledgeable sources. To select and generate the information free from the influence of bias. And to provide needed information quickly, accurately and efficiently. The views expressed in THE PROFESSIONAL SKATER Magazine and products are not necessarily those of the Professional Skaters Association. The Professional Skater (USPS 574770) Issue 2, a newsletter of the Professional Skaters Association, Inc., is published bimonthly, six times a year, as the official publication of the PSA, 3006 Allegro Park SW, Rochester, MN 55902. Tel 507.281.5122, Fax 507.281.5491, Email: office@skatepsa.com © 2020 by Professional Skaters Association, all rights reserved. Subscription price is $19.95 per year, Canadian $29.00 and foreign $45.00/year, U.S. Funds.
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PRESIDENT’S MESSAGE Alex Chang, MFS, RM
Granting Ourselves Permission in 2021 A
s you read this, we will be approaching the one-year mark of the pandemic that has gripped and changed our world. We have all learned many lessons and yet we all see many challenges to overcome before our beloved sport can fully recover. I think I can say with confidence that many of us, myself included, have and are experiencing COVID-fatigue. It just feels harder to keep shining that inner light and project fresh optimism to our students and staff. That being said, if we look over the past year, we have much to be proud of. Many of us have learned to pivot our programs, re-imagine our coaching methods, and find new ways to motivate our skaters when we could have thrown in the towel. We balanced the task of keeping it safe, professional, challenging and rewarding, and to that I say to each of you, “Bravo!” As we look across the country, we see many different scenarios, some more challenging than others. Though the 2020 road has been dark, beyond difficult, and seriously frustrating, I implore all of you — Do not give up on yourselves, your dreams, or your love of skating. In fact, I request that each of you indulge in the joy, the magic, and the creativity of our sport. That may mean you surf YouTube for brilliant performances both past and present. That may mean you take a moment to just skate for yourself, whether it’s between lessons for a few minutes or to skate beside your skaters (if your buildings allow it). It may mean to really connect with an exercise you are demonstrating, or it may mean
“Forget you are a coach for a moment, and just be the skater and skate.” to explore a piece of music and let a story unfold choreographically around the melody. In other words, play, imagine and be curious. The love of the sport will continue to spark one’s curiosity, and curiosity will lead us to new growth and a new appreciation of our role in the sport. Not to sound morbid, but we must remember that all things must eventually end, and so our time on earth to experience, explore, and share our sport with others is a unique gift.
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There will be days when the stress and pain will cause us to lose our patience, to turn on each other, to favor judgment over curiosity, to value success over growth, and to focus on ourselves instead of our team and our skaters. When we feel this happen, I implore you, stop, reflect, and play at the skating. Forget you are a coach for a moment, and just be the skater and skate. The journey is much more fulfilling and meaningful when you are able to share it with others and feel the respect and appreciation of those around you for sharing and connecting. So, in the spirit of the shared journey, I want to draw your attention to the topic of ‘collaborative coaching’ and teamwork. This year’s Virtual Summit is now open for registration, and the focus will be on TEAMS — Together Everyone Achieves More Success. This could not be more true today — both on and off the ice. Your team at PSA will continue to find new ways of delivering educational opportunities to all levels of coaches, whether it’s the Virtual Foundations of Coaching Course, Virtual Ratings Prep, Virtual Summit, our many webinars, or the Accelerated Coaching Partnership… the list goes on and on. We invite you to explore our many different educational offerings as well as PSA TV, all designed to ignite your personal curiosity and inspire you as you continue to build your skaters. We are here for you. Yours in Skating,
RATINGS Cheryl Faust MFS, MM
Why I Value My Master Ratings B Y J A N E T C H A M P I O N , M F F, M G , M M
A
fter I finished skating professionally, I used to go to the rink in my hometown to skate just for fun. How lucky was I that after performing professionally for all those years, I still loved to skate for FUN! The people who owned the rink asked me to teach and I resisted for some time thinking that I knew how to skate but not how to teach. Finally, I relented and taught a beginner class which I immediately loved. I loved being on the ice, the kids, and helping them with their skills. Soon some kids signed on for private lessons and my life as a skating teacher started blooming. I have great pride today in all those early kids I taught in San Diego. Cindy Stuart (Moyers) was one of my first students.
Apprenticing Before Apprenticing With school figures counting for 60% at the time I started teaching, and I having only passed the 5th figure test, it didn’t take me long to figure out my knowledge in teaching school figures was insufficient. I decided I was going to take lessons myself to learn all the figures. Remember, there were 64 figures! I started taking lessons with Eugene Mikeler in Los Angeles. He taught me his entire figure theory in a classroom and on the ice. I took what I learned from him and taught it to my “kids”. It worked. The notes I took from him are as valid today as they were then. I have used all these theories in both free skating and moves in the field. For example, the concepts include weight on the blade, the lean of the body, being over the skating hip, and the body mechanics to create turns. I didn’t know it at the time, but lessons with Mr. Mikeler were the start of studying for my rating exams.
Educated Observation Another way I “studied” for my rating exams was what I call educated observation. Armed with the ideas and techniques I had learned from Mr. Mikeler, I went to competitions and observed the different techniques. Like, exactly where does each skater carry their free leg in and out of a turn and did that work or not? How does their body and head move between turns, where are their hips and shoulders in relation to the circle…I was studying technique.
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Attending PSA Events The third way I studied for my rating exams was attending PSA conferences and Seminars. Lucky for me the top people in coaching were sharing their expertise with other coaches. I learned from Don Laws, Barbara Roles, Christy Krall, Christy Ness, Frank Carroll, Carlo Fassi, Kathy Casey, and many other great coaches. After a few years of putting all this information to use on my students, I decided to try to validate my work in my own eyes, and hopefully in the eyes of others, by passing my PSA rating exams. Just to know I had the knowledge to pass those exams gave me a wonderful sense of pride in what I was doing. One time when my exam was being evaluated, my examiners told me they would hire me at their rink. How cool was that?! Janet Champion is a national and international coach, Olympic spin coach. Janet has earned master ratings in figures, free skating, moves in the field, and group instruction. She is a coach at Broadmoor World Arena.
PROF ESSI O N AL D EV E LO PM E N T
January 17, 2021 Virtual Rating Exams Tara Denkers MG Katherine Erickson RG Brenna Greco RG Stacie Kuglin SG Claire Lonergan SG
Basic Accreditation Drew Meekins RC Caitlin Ramsey RPD Kaylar Rosenkrans RG Stephanie Siswick MPD
Marica Baker Christin Marie Thompson Rachel Reynolds Benita Williams Briley Prizzelanti Katelyn Brotherton Addison Lobel Clara Gross
January 27, 2021 Virtual Rating Exams Laura Baker CM Ellen Bennett CM Chris Houston CM Tiffany McNeil MFS Michelle Hocknell MM
Alyssa Stump RG Laurel Elias RM Anne Goldberg-Baldwin CM Carey Tinkelenberg CFS
Hockey Skating 1 Alanna Collins Hannah Bay
February 21, 2021 Virtual Rating Exams Mackenzie Decker RM Anne H. Goldberg-Baldwin MFS Michelle Goodnetter MPD Aurore Michel RM Allison Ritt CM
Anita Saxena SM Christin Thompson RFS Carey Tinkelenberg SFS Kathyrn Vaughn CM Elizabeth Wright Johnson MM
Hockey Skating 2 Jeanine Johnson Alanna Collins Katherine Erickson
If you are interested in validating your skating skills and teaching experience, visit skatepsa.com to learn about the PSA Rating System. A rated coach is an assurance that this individual is qualified to instruct at the level in which they are rated regardless of personal background and skating achievement. PS MAGAZINE
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MAY 24-28th
TEAMS
TOGETHER EVERYONE ACHIEVES MORE SUCCESS
PSA will offer a fully virtual Summit during the week of May 24-28, 2021 similar to last year, but with some notable changes. The 2021 Virtual Summit will include more live, interactive sessions and networking opportunities.
Pre-Summit Events
EDI Awards
There are four areas of scope and content focus for teams:
May 18: EDI Awards Reveal Party
1. Collaboration 2. Cooperation 3. Communication 4. Connection
May 23: Virtual U.S. Open Professional Figure Skating Championships
the TEAM acronym to highlight the importance of working collaboratively for the benefit of our athletes. Building on the success of the 2020 Virtual Summit, this year’s event will incorporate more live sessions, pre-recorded on-ice sessions, and networking opportunities. Join TEAM PSA for a great Virtual Summit!
Registration is open!
The 2021 Virtual Summit theme is TEAMS, recognizing that together everyone achieves more success. Each presentation will address an aspect of the team mentality and the four focus areas. Each session is named using
MEMBERS: $275 NON-MEMBERS: $475 JUDGES: $100
Register at www.skatepsa.com.
Scheduled to Present
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Surya Bonaly
Lauren McHenry
Nathan Truesdell
Josh Babb
Kristen Fraser-Lukanin
Derrick Delmore
Laura Lipetsky
Alex Chang
Peter Biver
Lee Barkell
Susie Parker-Simmons
Shae-Lynne Bourne
Darlene Lewis
Peter Cain
Darlene Cain
Garret Lucash
MARCH/APRIL 2021
Tentative Agenda Monday, May 24
Tuesday, May 25
Wednesday, May 26
Thursday, May 27
Friday, May 28
The Essentials of Athlete-Centered Messaging Strategies
Thought, Effort, and Awareness Matter in SafeSport
The Essentials of Athlete-Centered Messaging Strategies
The Essentials of Athlete-Centered Messaging Strategies
Threats & Exposures Are Manageable Situations
Sport Science
SafeSport
Sport Science
Sport Science
PSA Insurance
Topic 1 Carrie Aprik, Gretchen Mohney, Caroline Silby, Lauren McHenry
Shelbi Meyer, John Anderson, Denise Kay
Topic 2 Carrie Aprik, Gretchen Mohney, Caroline Silby, Lauren McHenry
Topic 3 Carrie Aprik, Gretchen Mohney, Caroline Silby, Lauren McHenry
Anna Sokolove
Technological Enterprise Accomplishes Mechanics Sooner
Trusting in our Essence Awakens Magic
Tools to Employ ASPIRE Multiplying Skaters
Teachers & Evaluators Aligned for Mentorship Support
Two Energetic Athletes Move Side-by-Side
LTS + Aspire
CoachConnect
Dare to Pair
Susi Wehrli McLaughlin and Team
Phillip DiGuglielmo, Jed Hopkins, Cindy Sullivan, Kitty DeLio-LaForte
Kyoko Ina, Paul Wylie
Twizzles, Etc., Are Made Simple
Tips, Enhancements, & Advice for Mastering Spins
Train Essential Action Movements & Sequences
Tools for Each Athlete to Master Skills
Skating Skills Technique
Spin Technique
Jump Technique
Off- Ice Skills Class
Kristen Fraser
Lee Barkell
Aleksey Letov, Olga Ganicheva
Pole Harness + Coach = Team Peter Biver, Surya Bonaly
Choreographer + Coach = Team Shae Lynn Bourne Interviewed by Ashley Wyatt
Interviewed by Patrick O'Neil
Josh Babb
Together Enable And Move Skaters
Trust Enhances Authentic & Mutual Success
Jackson Ultima
Club-Rink-Coach Teams
Mark Ladwig, Kevin Wu
Alex Chang, Patrick O'Neil
LIVE SESSIONS Monday, May 24
Together Everyone Acheives More Success Summit Welcome
Tuesday, May 25
T E A M
Friday, May 28
USOPC Session
Train Essential Action Movements & Sequences
Tools for Each Athlete to Master Skills
Emilie Lazenby
Collaboration Nation
Jump Technique
Off- Ice Skills Class
Derrick Delmore, Garrett Lucash, Laura Lipetsky, Viktor Pfiefer, Peter & Darlene Cain, Jonathan Huer, Dalilah Sappenfield
Lee Barkell
Aleksey Letov, Olga Ganicheva
Time for Embracing & Acknowledging Members
Growth Opportunities Through Equity Advancing Marketing Strategies
T E A M
Teaching in Effective Alliances Multiplies Success
Treasure Every Amazing Moment of Sharing
2020 Coach of the Year Team
President’s Reception
Interviewed by Tim Covington
Thursday, May 27
Teamwork Enhances Athlete Mastery and Success
PSA President Alex Chang
Jenno Meno-Sand, Todd Sand, Christine Fowler-Binder
Wednesday, May 26
Hosted by PSA President Alex Chang
General Assembly Jimmie Santee, PSA E-Committee
Featured Session Mitch Moyer, Justin Dillon
Diversity, Equity, and Inclusion Denise Viera, Darlene Lewis Moderator: Nathan Truesdell
Tech, Education, Assistance & More Meet Your PSA Area Reps
Top Event for Applauding Members' Success
Time to Exit Another Magnificent Summit
PSA Edi Awards
Summit Wrap Up
Gloria Leous
Awards Committee
Jimmie Santee, Alex Chang, Rebecca Stump, Tim Covington, Teri Hooper
PS MAGAZINE
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SPORT SCIENCE Garrett Lucash, RFS, RM
Part 2
Optimizing Figure-Skating Performance B Y G A B R I E L E W U L F, P H D & GARRETT LUCASH, PSA SPORT SCIENCE COMMITTEE CHAIR
I
n Part 1, we introduced the OPTIMAL theory for motor learning and its implications for figure skating practice. We presented research to support the first of three factors central to OPTIMAL theory — enhanced expectancies. When then provided examples that apply the research to figure skating practice. Below, we present two other central factors to OPTIMAL theory: autonomy, and an external focus of attention.
Autonomy Autonomy, that is, the ability to act independently and self-determined, is a basic need of every human being (Deci & Ryan, 2008). This is also reflected in the motor learning process. Practice conditions in which the need for autonomy is satisfied — for example, because the learner is given some choices — enhance learning (see Wulf & Lewthwaite, 2016). If learners have control over certain aspects of the practice conditions, such as when they want to receive feedback (Janelle, Barba, Frehlich, Tennant, & Cauraugh, 1997), want to see a demonstration of the goal movement (Lemos, Wulf, Lewthwaite, & Chiviacowsky, 2017), or use an assistive device (Hartman, 2007), it generally has a positive effect on learning. There are different ways coaches can support and nurture their athlete’s autonomous practice behaviors. Coaches should clearly identify choice opportunities so athletes know they are available. Here are some examples: “As you practice that skill, you can let me know if and when you would like to see a video replay.” “I have the jump harness here. Let me know if and when you’d like to use it again.” “Which skills would you like me to help you with today?” Even letting learners decide how much to practice has been shown to be conducive to learning. In a study by Post, Fairbrother, Barros and Kulpa (2014), participants in one group had the opportunity to decide how many practice trials of a basketball free throw task they wanted to complete. (Different participants chose between 100
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and 244 throws.) Compared to a control group with the same average number of throws, the group that had a choice showed both a better throwing technique and higher shooting accuracy on a retention test. In figure skating practice, coaches can let their athletes decide how much time or how many trials they would like to practice a skill. In cases where the coach would like to provide more guidance, they can select a choice range suitable to the athlete and context. For example, the coach can say: “Would you like to practice the axel 3, 4, or 5 times?” Research has shown that not only task-related choices promote learning, but also choices that are only indirectly related to the task being learned, or have nothing to do with the task at all. Seemingly trivial options such as the order in which certain tasks are practiced (e.g., Wulf & Adams, 2014) or the color of objects (e.g., balls) being used (e.g., Lewthwaite, Chiviacowsky, Drews, & Wulf, 2015) can lead to improved learning and increase interest in practice (Wulf, Freitas, & Tandy, 2014). Maximum force production and the efficiency of movements can also be increased through self-selected task sequences (e.g., Halperin, Chapman, Martin, Lewthwaite, & Wulf, 2016). Coaches can give their athletes choice in deciding when they would like feedback and also which type of feedback strategy to adopt in a specific situation (To learn more about autonomy-supportive feedback practices, coaches can refer to CER SCI 303: Provisions for effective feedback). Other forms of choice include which skills to work on in a lesson, which exercises the athlete would like to adopt to improve a skill, how many repetitions to perform of a skill, which skills to perform with a section of music, how many times to rehearse that section, the order in which they practice their skills in a session or lesson, or the degree of challenge to establish within a training session. Conditions that satisfy learners’ need for autonomy — when they are given the opportunity to make certain decisions, or when the coach interacts with students in a “respectful” manner (Hooyman, Wulf, & Lewthwaite, 2014) — increase self-confidence and learners’
expectation for their own performance. In addition, autonomy reduces stress. Stress reactions, often observed under controlling conditions (without autonomy) (Reeve & Tseng, 2011), tend to impair learning. Importantly, the provision of structure does not have to represent control and the allowance of autonomy does not have to reflect a lack of structure (Mageau and Vallerand 2003). Structure implies that coaches set clear, contingent and consistent guidelines (Ntoumanis 2012). The allowance of autonomy implies that coaches provide rationale for the tasks, rules, and limitations they set; they acknowledge their athletes’ feelings and perspectives, and that they provide choice opportunities for their athletes (Mageau and Vallerand 2003).
External focus of attention
An external focus of attention directed towards the intended effect of the movement leads to more effective motor learning and performance than does an internal focus directed towards one’s own body movements (for a review, see Wulf, 2013). To date, more than 200 studies have shown the benefits of instructions or feedback that promote an external focus. Positive effects are seen not only in terms of movement effectiveness (balance, accuracy, movement form, etc.), but also in terms of the efficiency or economy of movements (muscle activity, oxygen demand, speed, force production, etc.). In addition, the degree of automaticity is increased with an external focus. Thus, more attention is available for other things (Kal, van der Kamp, & Houdijk, 2013; Wulf, McNevin, & Shea, 2001). The advantage of an external over an internal focus is independent of skill level, type of skill, age, or physical and mental abilities. An external focus can involve a concentration of the intended motion of an implement (e.g., golf club, trajectory of or spin on a ball), the pressure exerted again an object (e.g., skis, ground, water), a target to be hit (e.g., bullseye, basketball backboard, golf hole), an image such as jumping over a lake or climbing up a cork screw (pirouette) in ballet or (twizzle) in skating. An external focus can even be directed at the movement of an object that is attached to the body (e.g., shirt buttons, belt buckle). In one study (Abdollahipour, Wulf, Psotta, & Palomo Nieto, 2015), in which 12-year old gymnasts were asked to perform a 180-degree turn, asking them to focus on the direction in which a sticker attached to their chest was pointing resulted in greater jump height as well as superior movement form (i.e., fewer deductions) compared with internal focus instructions (direction in which hands crossing in front of chest were pointing) or a control condition with no specific focus instruction. Thus, a simple
external focus cue had an immediate (double-)advantage for performance. Similar effects have been demonstrated for other tasks. In a golf study (An, Wulf & Kim, 2013), learners instructed to focus on the pressure they were exerting against the ground (external focus), relative to the foot (internal focus) with which they were exerting the pressure, led to immediate and long-term improvements in movement form, as well as a greater carry distance of the ball. Numerous attentional focus studies have used balance tasks and consistently demonstrated enhanced balance performance and learning when attention was directed externally, and not to body movements. When participants were asked to concentrate on wheels under a platform (Wulf, Höß, & Prinz, 1998) or a balance board (Totsika & Wulf, 2003) or an inflated rubber disk they were standing on (Wulf, Landers, Lewthwaite, & Töllner, 2009), balance learning was found to be facilitated relative to an internal focus on their feet. An external focus has the twofold advantage of directing attention to the task goal and preventing a detrimental self-focus (McKay, Wulf, Lewthwaite, & Nordin, 2015). The increased self-efficacy as a result of good performance with an external focus (Pascua, Wulf, & Lewthwaite, 2015) can have additional indirect positive effects. Below we provide ways coaches can promote an external focus of attention in figure skating. This includes the use of physical objects and images familiar to the athletes. Physical objects as an external focus of attention Coaches can introduce objects into their lessons. Rather than direct athletes’ attention to their feet, they can direct attention to their boots (e.g., “Touch your boots together”). Rather than focus on the hands, athletes can focus on their gloves (e.g., “Move your glove through on the takeoff”). Skaters can wear stickers on different parts of their bodies to reinforce an external focus of attention. For example, a sticker can be placed on each shoulder with the instruction of “keep the stickers level with one another.” Several figure skating specific devices promote an external focus of attention such as the ankle strap that produces a sound when the boots come together in the air position. Coaches can also have their athletes hold objects such as soft batons or tennis balls (when safe and appropriate) to trigger an external focus of attention. To promote full extension on pushes, coaches can hold an object down by the ice for the athlete to reach back and “touch” with their toe pick after each push.
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External focus of attention as an image Another way to promote an external focus of attention is through an image. Importantly, the image should be concepts that are familiar to the athlete so they are easy to understand. This approach is already incorporated within learn to skate program teaching manuals. For example, coaches ask skaters to make pizzas (forward swizzles) or to stomp on the bugs (to initiate marching). Below are several examples: “Look up over the fence” — to achieve extension through the body, especially on jump takeoffs. “Elevator” — refers to the hips staying upward (rather than the torso breaking forward) as the knee bends. “Touch the wall with your toe pick.” — refers to pointing the toe on an extension. “Turn through the doorway.” — refers to keeping the arms close as the body turns on a jump takeoff.
“Goal-Action Coupling”
The three key factors in the OPTIMAL theory — enhanced expectancies, learner autonomy, and an external focus of attention — are essential for optimal motor performance and learning. We have called the mechanism by which these factors take effect, goal-action coupling (see Figure 1). The efficient coupling of goals and actions is facilitated by conditions that increase self-efficacy, including opportunity for choice (autonomy), and direct concentration towards the intended movement outcome or task goal (external focus). All factors are assumed to facilitate a focus on the movement goal and reduce a self-related focus (internal focus, doubts about one’s own abilities, self-regulation, etc.). These conditions promote the functional connectivity of task-relevant brain areas that is associated with efficient and fluid movement, and that is typically observed at a high level of performance (Kim, Chang, Kim, Seo, Ryu, Lee et al., 2014; Milton, Solodkin, Hluštík, & Small, 2007). Structural changes in the brain (neuroplastic processes) will also be promoted under these conditions.
Implications for Practice
In practical settings, movement learning often takes place under conditions in which teachers decide which tasks should be practiced, feedback is primarily aimed at corrections, and instructions are related to body movements. In this scenario, learners have little autonomy, they lack the confidence necessary for optimal performance and learning, and an internal focus of attention hinders the development of automaticity. The effect is a heightened self-focus that has negative consequences for motivation,
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performance and learning — and these effects can potentially reinforce one another and in a vicious cycle. Optimizing motor skill learning requires an approach that combines positive motivation and effective external focus instructions. Performance expectations can be increased in various ways, including the occasional mentioning of successful performance or learning progress. Furthermore, even small or task-irrelevant choices are sufficient to satisfy the learner’s need for autonomy. Finally, with a little creativity, instructions or feedback can be re-worded so that they induce an external rather than internal focus. Often, this results in immediate performance improvements. The consequence of these conditions is potentially a virtuous cycle, with further increases in motivation and continued improvements in performance and learning. Finally, it should be noted that enhanced expectancies, performer autonomy, and an external focus seem to be indispensable prerequisites for optimal learning. That is, all three factors appear to make relatively independent contributions to learning, and all of them should therefore be part of coaching practice. A series of studies has shown that all possible combinations of two of these factors led to more effective learning than did one factor (or none) (Wulf, Chiviacowsky, & Cardozo, 2014; Pascua et al., 2015; Wulf, Chiviacowsky, & Drews, 2015). Moreover, in another study, a condition with all three factors was found to be more effective or learning than those with any combination of two factors (Wulf, Lewthwaite, Cardozo, & Chiviacowsky, 2018). The implementation of these factor can also have immediate performance benefits. In one study (Chua, Wulf, & Lewthwaite, 2018), increases in maximum jump height were found with the addition of each factor. In that study, one group was provided enhanced expectancies, autonomy support, or an external focus instruction, in a counterbalanced order, on three consecutive trials blocks. With each addition of another factor, jump height increased further whereas it did not change in a control group. Thus, the learning benefits of the OPTIMAL factors appear to be additive in nature. To optimize learning, coaches should therefore incorporate all factors in their training sessions. Gabriele Wulf, PhD | UNLV Distinguished Professor Department of Kinesiology and Nutrition Sciences University of Nevada, Las Vegas E-mail: gabriele.wulf@unlv.edu References Abdollahipour, R., Wulf, G., Psotta, R., & Palomo Nieto, M. (2015). Performance of a gymnastics skill benefits from an external focus of attention. Journal of Sports Sciences, 33, 1807-1813.
An, J., Wulf, G., & Kim, S. (2013). Increased carry distance and X-factor stretch in golf through an external focus of attention. Journal of Motor Learning and Development, 1, 2-11.
Reeve, J., & Tseng, C. M. (2011). Cortisol reactivity to a teacher’s motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion, 35, 63-74.
Chauvel, G., Wulf, G., & Maquestiaux, F. (2015). Visual illusions can facilitate sport skill learning. Psychonomic Bulletin & Review, 22, 717-721.
Schmidt, R. A., Lee, T. D., Winstein, C. J., Wulf, G., & Zelaznik, H. N. (2019). Motor control and learning (6th edition). Champaign, IL: Human Kinetics.
Chiviacowsky, S., & Wulf, G. (2007). Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport, 78, 40-47.
Schultz, W. (2013). Updating dopamine reward signals. Current Opinion in Neurobiology, 23, 229-238.
Cimpian, A., Arce, H.-M., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, 18, 314–316.
Totsika, V., & Wulf, G. (2003). The influence of external and internal foci of attention on transfer to novel situations and skills. Research Quarterly for Exercise and Sport, 74, 220-225.
Chua, L.-K., Wulf, G., & Lewthwaite, R. (2018). Onward and upward: Optimizing motor performance. Human Movement Science, 60, 107-114.
Trempe M., Sabourin, M., & Proteau, L. (2012). Success modulates consolidation of a visuomotor adaptation task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 52–60.
Deci, E. L., & Ryan, R. M. (2008). Self-Determination Theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49, 182-185. Drews, R., Chiviacowsky, S., & Wulf, G. (2013). Children’s motor skill learning is influenced by their conceptions of ability. Journal of Motor Learning and Development, 2, 38-44.
Wulf, G. (2013). Attentional focus and motor learning: A review of 15 years. International Review of Sport and Exercise Psychology, 6, 77-104. Wulf, G., & Adams, N. (2014). Small choices can enhance balance learning. Human Movement Science, 38, 235-240.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
Wulf, G., Chiviacowsky, S., & Cardozo, P. (2014). Additive benefits of autonomy support and enhanced expectancies for motor learning. Human Movement Science, 37, 12-20.
Halperin, I., Chapman, D. T., Martin, D. T., Lewthwaite, R., & Wulf, G. (2016). Choices enhance punching performance of competitive kickboxers. Psychological Research, 82, 1051-1058.
Wulf, G., Chiviacowsky, S., & Drews, R. (2015). External focus and autonomy support: Two important factors in motor learning have additive benefits. Human Movement Science, 40, 176-184.
Hartman, J. M. (2007). Self-controlled use of a perceived physical assistance device during a balancing task. Perceptual and Motor Skills, 104, 1005–1016.
Wulf, G., Chiviacowsky, S., & Lewthwaite, R. (2012). Altering mindset can enhance motor learning in older adults. Psychology and Aging, 27, 14-21.
Hooyman, A., Wulf, & Lewthwaite, R. (2014). Impacts of autonomy-supportive versus controlling instructional language on motor learning. Human Movement Science, 36, 190-198. Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997). Maximizing performance effectiveness through videotape replay and a self-controlled learning environment. Research Quarterly for Exercise and Sport, 68, 269-279. Kal, E. C., van der Kamp, J., & Houdijk, H. (2013). External attentional focus enhances movement automatization: A comprehensive test of the constrained action hypothesis. Human Movement Science, 32, 527-539. Kerlinger, F.N. (1973). Foundations of behavioral research (2nd ed.). New York: Holt, Rinehart & Winston. Kim, W., Chang, Y., Kim, J., Seo, J., Ryu, K., Lee, E. et al. (2014). An fMRI study of differences in brain activity among elite, expert, and novice archers at the moment of optimal aiming. Cognitive & Behavioral Neurology, 27,173–182. Lemos, A., Wulf, G., Lewthwaite, R., & Chiviacowsky, S. (2017). Autonomy support enhances performance expectancies, positive affect, and motor learning. Psychology of Sport and Exercise, 31, 28-34.
Wulf, G., Freitas, H.E., & Tandy, R.D. (2014). Choosing to exercise more: Small choices can increase exercise engagement. Psychology of Sport and Exercise, 15, 268-271. Wulf, G., Landers, M., Lewthwaite, R., & Töllner, T. (2009). External focus instructions reduce postural instability in individuals with Parkinson disease. Physical Therapy, 89, 162-168. Wulf, G., & Lewthwaite, R. (2009). Conceptions of ability affect motor learning. Journal of Motor Behavior, 41, 461-467. Wulf, G., & Lewthwaite, R. (2016). Optimizing Performance through Intrinsic Motivation and Attention for Learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23, 1382-1414. Wulf, G., Lewthwaite, R., Cardozo, P., & Chiviacowsky, S. (2018). Triple play: Additive contributions of enhanced expectancies, autonomy support, and external attentional focus to motor learning. Quarterly Journal of Experimental Psychology, 71, 824-834. Wulf, G., McNevin, N. H., & Shea, C. H. (2001). The automaticity of complex motor skill learning as a function of attentional focus. Quarterly Journal of Experimental Psychology 54A, 1143-1154.
Lewthwaite, R., Chiviacowsky, S., Drews, R., & Wulf, G. (2015). Choose to move: The motivational impact of autonomy support on motor learning. Psychonomic Bulletin & Review, 22, 1383-1388. McKay, B., Wulf, G., Lewthwaite, R., & Nordin, A. (2015). The self: Your own worst enemy? A test of the self-invoking trigger hypothesis. Quarterly Journal of Experimental Psychology, 68, 1910-1919. Milton, J., Solodkin, A., Hluštík, P., & Small, S. L. (2007). The mind of expert motor performance is cool and focused. NeuroImage 35, 804-813. Palmer, K., Chiviacowsky, S., & Wulf, G. (2016). Enhanced expectancies facilitate golf putting. Psychology of Sport and Exercise, 22, 229-232. Pascua, L.A.M., Wulf, G., & Lewthwaite, R. (2015). Additive benefits of external focus and enhanced performance expectancy for motor learning. Journal of Sports Sciences, 33, 58-66. Post, P. G., Fairbrother, J. T., Barros, J. A., & Kulpa, J. D. (2014). Self-controlled practice Within a fixed time period facilitates the learning of a basketball set shot. Journal of Motor Learning and Development, 2, 9 -15.
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U.S. FIGURE SKATING LAUNCHES CENTENNIAL CELEBRATION PRESS RELEASE
Centennial Celebration Thursday, December 31, 2020 U.S. Figure Skating will celebrate figure skating’s everyday heroes, once in a lifetime icons who have inspired generations of skaters and the support network behind every skater and each member club across the nation during the Centennial Celebration. U.S. Figure Skating, the national governing body for the sport in the United States, recently launched its Centennial Celebration. Founded in 1921, U.S. Figure Skating is one of the first U.S. Olympic sport governing bodies to celebrate its 100th anniversary. Throughout the year and culminating with the 2022 Toyota U.S. Figure Skating Championships in Nashville, Tennessee, the Centennial Celebration will spotlight figure skating’s everyday heroes, its iconic and inspirational athletes, the vital networks that support skaters and members clubs across the nation. “Even though these current times are difficult, we are excited to celebrate U.S. Figure Skating’s historic milestone throughout 2021 with pride and honor,” U.S. Figure Skating President Anne Cammett said. “The Centennial Celebration will recognize those individuals and moments in time that have helped to shape and define this extraordinary organization. From day one when the organization’s founders inked the association’s constitution in 1921, the
mission has always been about expanding opportunities and sharing our passion for ice skating, and for 100 years, U.S. Figure Skating has provided the pathway for people to enjoy this sport.” U.S. Figure Skating worked with Denverbased agency Communication Strategy Group (CSG) to develop a special logo that will be used throughout 2021. The logo acknowledges the figures, or on-ice tracings, that are rooted in figure skating and offers a nod to the infinite passion and lifelong commitment that so many have given to the sport and the organization. CSG also worked with a collection of U.S. Figure Skating staff and volunteer members to develop a Centennial Celebration plan that focuses on three core areas of engagement: content, experiences and philanthropy, with a strong focus on digital and virtual interactions during the first half of 2021. The stories of past and present members and clubs will be featured across U.S. Figure Skating’s digital platforms and in SKATING magazine. In SKATING, a figure skating club-sourced list honoring 100 contributors that have impacted the sport across the country will anchor content in each of 10 issues throughout the year. Usfigureskating100.org will serve as the celebration’s hub, including an interactive organizational timeline that will bring an increased focus on many of the sport’s biggest moments while serving as a conduit to access the SKATING magazine archives. Additionally, the organization’s original shield logo will be reintroduced
with the anniversary logo and will be featured in a line of limited edition memorabilia in the U.S. Figure Skating online store and at events. Unofficially kicked-off by the U.S. Figure Skating: 100th Anniversary Special that aired on NBC on Dec. 27, the Centennial Celebration will extend to NBC and NBCSN telecasts of figure skating during 2021 with a special feature, Memorable Moments presented by Prevagen, airing in each telecast. Later in the year, U.S. Figure Skating will hold in-person skating events in celebration of the milestone anniversary with a focus on promoting the sport of figure skating. Additionally, the organization will organize a series of local, regional and national community-based events that will celebrate the strong connection between U.S. Figure Skating clubs and their rinks and home cities and towns. The 2021 Annual Appeal will highlight the organization’s history, while raising funds in support of current and future skaters that will help lead the organization into its next 100 years. Fans can visit usfigureskating100.org for new content, digital experiences and updates throughout the year. Officially founded on April 4, 1921, there were seven charter members clubs of the organization: Beaver Dam Winter Sports Club (Locust Grove, New York), The Skating Club of Boston, Chicago Figure Skating Club, New York Skating Club (now The Skating Club of New York), Philadelphia Skating Club and Humane Society, Sno Birds of Lake Placid (now defunct; Lake Placid, New York) and the Twin Cities Figure Skating Club (Figure Skating Club of Minneapolis). U.S. Figure Skating, which currently boasts more than 600 clubs and 1,000 Learn to Skate USA programs in cities and towns across all 50 States, has helped more than 3 million people take to the ice via its Learn to Skate curriculum. This year, U.S. Figure Skating is celebrating its centennial anniversary as it recognizes those members, clubs and fans who have given so much to U.S. Figure Skating over the past 100 years. Follow along for more stories and content like this on the Centennial Celebration section of our website.
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OBITUARY
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Kenneth (Kenny) David Moir On December 23, 2020, Kenny Moir, veteran coach and member of the U.S. and Canadian skating community, lost his battle with liver cancer at the home of his sister in California. He took his final curtain call with good humor and elegance comforted by his family, his partner Gustavo, and the support of his many friends inside and outside the skating world. Kenny was born in Vancouver, BC. Canada in 1958 and figure skating became his world from the age of three. He started competing at Canadian Nationals by age ten, and had another ten-year competitive career highlighted by a silver medal in Junior Men and top five in Senior Men, which was cut short due to his first bout of cancer. At the age of 18, an early detection of cancer inter-
rupted his training, requiring surgery and radiation. But Kenny bravely returned to training that fall and was able to compete in Senior Men the following spring… an achievement that earned him a Special Merit Award for overcoming adversity, from the BC Sports Hall of Fame. When Kenny retired from competition later that year, he turned his creativity and athleticism to dance, performing in several shows including Vancouver’s Theatre Under the Stars and the Toronto Dance Theatre, before moving to New York to perform in an ice show at Sheraton Center. In 1987 Kenny joined the staff at Sky Rink and began a fulfilling 33-year career as a professional coach. Known for his deep technical knowledge, kind, supportive coaching style, and quick-witted humor, Kenny built friendships with thousands of fellow skaters, students and coaches, a community he was deeply committed to. While coaching full time, Kenny went back to college to complete a BA from Pace University, developing
the management skills that led to a ten-year appointment as Skating Director at Sky Rink. He also served as President of the Sky Rink Scholarship Fund for 15 years and performed in Ice Theater of New York for more than 20 years. Kenny’s performance piece at Bryant Park rink, viewed by millions, characterized the challenging journey of learning to skate, and is loved for the palpable humanity that he brought to the piece that ended with the unwitting audience cheering him on as he mastered the art of figure skating. If you knew Kenny Moir, you know he was a special person and probably thought he was one of your best friends. Kenny’s warmth, entertaining perspective, and positive outlook drew everyone to him and made us all feel better. Kenny was a devoted son to Marjory and Dave (d. 2013); brother to Glenda and her husband Gary; and uncle to Michael and his wife Alison…and will soon be a Great Uncle Angel. We miss you terribly Kenny, but are so grateful you skated into our lives!
Morry Stillwell Morry Stillwell, president of U.S. Figure Skating from 1995 to 1998, passed away on Dec. 25, 2020. Services for former U.S. Figure Skating president Morry Stillwell will be held on Thursday, Jan. 14, at 11 a.m. at Miramar National Cemetery, 5695 Nobel Drive, San Diego, California. Stillwell, president of the association from 1995 to 1998, passed away on Dec. 25, 2020. He was 93 years old. Stillwell, of Fallbrook, California, was a national singles/pairs and national showcase judge, a national singles/ pairs and national showcase referee, and a nonqualifying singles technical controller. He served as an official for U.S. Figure Skating since 1951. As president of U.S. Figure Skating, Stillwell helped the organization sign
its most lucrative television contract— a 10-year, $100 million extension with ABC in 1997. Under the contract, ABC purchased U.S. Figure Skating’s television and marketing rights to broadcast the U.S. Championships, Skate America, one fall event and one spring event every season from 1998 to 2007. Also during his tenure as president, U.S. Figure Skating joined Canada, France, Germany and Japan to form the nucleus of the Grand Prix organizing group. The ISU Grand Prix of Figure Skating Series is now in its 26th year. He also led U.S. Figure Skating into the Internet age as it joined America Online, which at the time provided the “fastest-growing commercial bulletin board” in the United States. Stillwell started his skating career as a competitive roller skater in the late 1940s in his hometown of Everett, Washington, before becoming an ice dancer, competing with partners who included Marcia Dennison and
Gretchen Tatro at major events on the West Coast. He went on to serve as an official, team leader and on several U.S. Figure Skating committees as a member of the Los Angeles FSC. Stillwell most recently served as president of the North County Figure Skating Club in San Diego, where he also had stints as a test chair for dance, public relations, sanctions and as a board member. He worked alongside his wife, Elda, at many events over the years. Donations may be made to the Los Angeles FSC Morry Stillwell Memorial Fund on the LAFSC donation page here or the U.S. Figure Skating Memorial Fund, 20 First Street, Colorado Springs, Colorado, 80906
MARCH/APRIL 2021
*Reprinted with permission from U.S. Figure Skating
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EDUCATION Carol Rossignol, MD, MS, MG, MPD, MFF
Rockers B Y C A R O L E S H U L M A N , M F F, M P , S D , M P D , M G , M C , M M REVIEWED BY DIANE MILLER , MM, MFF
A
rocker is similar to a three-turn and, like a three-turn, rotates inside the circle or curve. A rocker does not change edge or feet but does change direction. It also travels from one circle to another. It is similar to a change of edge from one circle to another, but has a turn in the center of the change which faces into the direction of the original circle or curve. FORWARD INSIDE ROCKERS begin on a forward inside edge and end on a backward inside edge. To execute a right forward inside rocker, begin on the right forward inside edge with the left (free) foot over the print either in front or behind the skating foot. The right arm is leading and the left arm is trailing. The head is looking forward to where the rocker will be executed. The weight over the blade is back of center and the skating knee is bent. The body begins to rotate counter clockwise and into the circle with a slight pressure on the trailing arm, tightening as the turn approaches. The body weight which began back of center now rocks forward to just behind the bottom or master pick of the blade. As the knee straightens, helping the weight to rock forward without going onto the toe pick, the heel of the blade lifts and rotates through the turn, as the direction changes from forward to backward. There should be no change of edge as the new circle or curve is begun. As you enter into the apex of the turn the arms begin to rotate against the hips to secure a checked position on the exit. After the turn the balance over the blade is front of center. The left (free) foot assists in the turn by scissoring (a quick action moving the free foot from front to back with the free leg bending at the knee or more subtly placing the free foot back to front) thereby using a leverage action against the skating foot) ending with the free foot over the print and in front of the skating foot. The turn may also be done entering with the free foot behind toe to heel ending with the free foot over the print in front of the skating foot using a similar free foot action. On the exit of the turn the head looks to the new direction of travel. Left forward inside rockers are technically the same except begin on the left foot with left arm leading and right arm in back.
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FORWARD OUTSIDE ROCKERS begin on a forward outside edge and end on a backward outside edge. To execute a right forward outside rocker, begin on the right forward outside edge with the left (free) foot in front and over the print. The left arm is leading and the right arm is trailing. The head is looking forward to where the rocker will be executed. The weight over the blade is back of center and the skating knee is bent. The body begins to rotate clockwise and into the circle with a slight pressure on the trailing arm, tightening as the turn approaches. The body weight which began back of center now rocks forward to just behind the bottom or master pick of the blade. As the knee straightens, helping the weight to rock forward without going onto the toe pick, the heel of the blade lifts and rotates through the turn as the direction changes from forward to backward. There should be no change of edge as the new circle or curve is begun. As you enter into the apex of the turn the arms begin to rotate against the hips to secure a checked position on the exit. After the turn the balance over the blade is front of center. The left (free) foot assists in the turn by scissoring (a quick action moving the free foot from front to back with the free leg bending at the knee or more subtly placing the free foot back to front) thereby using a leverage action against the skating foot) ending with the free foot over the print and in front of the skating foot. The turn may also be done with the free foot behind toe to heel or toe to toe prior to the turn, ending with the free foot over the print in front of the skating foot. On the exit of the turn the head looks to the new direction of travel. Left forward outside rockers are technically the same except begin on the left foot with right arm forward and left arm in back. BACKWARD INSIDE ROCKERS begin on a backward inside edge and end on a forward inside edge. To execute a right backward inside rocker, begin on the right backward inside edge with the left (free) foot toe tucked closely to the heel of the skating foot and over the print. The right arm is leading and the left arm is trailing. The head is looking to where the rocker will be executed. The weight over the blade is front of center and the skating knee is bent. As the turn approaches, the body rotates clock-
wise and begins to tighten with a slight pressure on the trailing arm. The torso provides pressure against the arms and the body weight which began front of center going into the turn now rocks to back of center on the blade. Simultaneously the skating knee straightens, assisting in the lift of the turn as the blade rocks back without going to the heel. This weight (balance over the blade) transfer allows the front of the blade to lift as the direction changes from backward to forward without changing edge, and the new curve begins. The arms rotate against the hips just prior to the apex of the turn as the blade is shifting from back to front securing a checked position on the exit. The left (free) foot assists in the turn by scissoring (lifting the free knee slightly up and back down as the turn is initiated), returning the free foot to the heel of the skating foot and over the print of the circle at the exit of the turn. The head continues to look forward in the direction of travel. Left backward inside rockers are technically the same except begin on the left foot with right arm forward and left arm in back.
BACK OUTSIDE ROCKERS begin on a backward outside edge and end on a forward outside edge. To execute a right backward outside rocker, begin on the right back outside edge. The left (free) foot is tucked closely to the heel of the right (skating) foot and over the print. The left arm is leading and the right arm is trailing. The head is looking to where the rocker will be executed. The weight over the blade is front of center and the skating knee is bent. As the turn approaches, the body rotates counter clockwise and begins to tighten with a slight pressure on the trailing arm. The torso provides pressure against the arms and the body weight which began front of center going into the turn now rocks to back of center on the blade. Simultaneously the skating knee straightens, assisting in the lift of the turn as the blade rocks back without going to the heel. This weight (balance over the blade) transfer allows the toe of the blade to lift as the direction changes from backward to forward without changing edge) and the new curve begins. The arms rotate against the hips just prior to the apex of the turn as the blade is shifting from back to front securing a checked position on the exit. The left (free) foot assists in the turn by scissoring (lifting the free knee slightly up and back down as the turn is initiated), returning the free foot to the heel of the skating foot and over the print of the circle at the exit of the turn. The head continues to look forward in the direction of travel. Left backward outside rockers are technically the same except begin on the left foot with right arm forward and left arm in back.
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glass of wine or a bit of chocolate are easier to choose and are good, as long as we don’t rely on them as our only self-care strategy. Other healthy forms of self-care that require planning and commitment are treats like taking a walk in nature, indulging in a favorite movie or book, sweating in a spin class, or having dinner with friends (after COVID). In our modern society and fastpaced sport, it can seem like a luxury to dedicate 60-90 minutes to self-care. In fact, sometimes even fitting in 15 minutes feels like a struggle. What to do, then? We know that we need to take better care of ourselves, yet our time and mental energy is limited. Studies have consistently shown that a three-pronged approach to yoga, which includes meditation, breathwork, and asana (postures), helps lower stress and anxiety and improves our overall health. Why not begin today? Below are some simple self-care strategies based on this three-pronged approach that coaches can implement in just three short sessions of five minutes each.
Three Self-Care Strategies for Coaches By: Sarah Neal
T
his work of loving ourselves is constant. It’s not like we can say “I did a week-long retreat of reflection and now I’m going to love myself forever and always.” Why is self-acceptance and self-compassion so hard? Even if we are naturally compassionate people, and even if we think we are good at showing compassion towards others, we often fail miserably when it comes to taking care of ourselves. As coaches, especially, we always take care of others first and don’t notice that our cups need filling until it’s too late. There are lots of ways to show compassion towards ourselves. The little words we say, a smile in the mirror, and offering ourselves grace when we make a mistake are all part of self-love. Compassion towards ourselves can be hard to choose in a heated moment when we are tired, though. After all, we are conditioned to be tough. Little snippets of comfort such as an occasional
M E D I TAT I O N Sit in quiet for five minutes at the start of each day to create more space between your thoughts and allow for clearer thinking. Find a comfortable spot either on the floor or in a chair where you won’t be disturbed. Turn off the ringer and set a timer on your phone. Sit just straight up enough that you can breathe fully. If you have back discomfort, you can place a small pillow at your lumbar curve to offer support. Once settled, begin to slow your breath. I like to count to three or four on every inhale and exhale to help slow the heart rate. Gently close your eyes, continue breathing evenly. After a few rounds of this breath, allow your mind to drift from the breath. Let your thoughts come and go, imagining them floating by on fluffy white clouds. If you don’t enjoy the clouds, try imagining your thoughts filling up a blackboard or whiteboard and then erasing them. If you prefer not to sit with your thoughts just yet, then you may repeat an affirmation that you like, such as “I love myself unconditionally.” Once the timer goes off, take a couple of deep breaths, become aware of the space around you again, and gently open the eyes. Take a stretch as if just waking up for the day, and slowly stand up. Notice how you may feel a little lighter and have more mental clarity for the start of the day. This is also a good strategy to practice in the car right before you go into the rink! B R E AT H WO R K Count your breaths to balance the sympathetic and parasympathetic nervous systems. This strategy really is as simple as it sounds. Right before you drive away PS MAGAZINE
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from the rink, or when you’re parked in the car-pool line or at a stoplight, or before you go into the house when you arrive home, count each breath—one count per inhale and one per exhale up to six, and then start over. There’s no need to breathe in any special way—just breathe normally. If you notice your mind wandering, do not judge yourself... just gently bring your attention back to the breath. If you find this exercise simple, increase your limit to eight or ten, and try to make the exhale slightly longer than the inhale. A lengthened exhale is an excellent way to work the vagus nerve, slow the breath, and calm the mind. Don’t strain the breathing, though—it should feel smooth and full, but not difficult. If you begin to feel lightheaded or short of breath, then stop the practice immediately and breathe normally. Start with five minutes, and once you get used to it, you can lengthen the amount of time. Notice how the moments after your breathwork are much more peaceful!
ASANA Put your legs up for five minutes in the evening to help release the day and sleep better. Find a small piece of wall space, or if it’s right before bed, maybe you practice this in bed. Place a folded blanket or pillow a couple of inches from the wall and sit on the right edge of it, with your left side to the wall. Lay over on your left arm, then swing your legs up the wall. If your legs do not straighten, inch your body away from the wall until you feel comfortable, with no strain on your hamstrings or low back. The folded blanket should be in one of two places: 1) under the lumbar spine to support the natural curve of your back, letting the sitz bones fall slightly off the edge or 2) under your hips to raise them above the level of the heart. Stretch your arms out to a T at shoulder level or lower with palms facing up, or you can play with other positions to find one that feels good for you. I like the opening in the chest that the T offers after being bundled up on the ice. Close the eyes, deepen the breath, and feel your thoughts drift away. If the lights are distracting, you may place a scarf or an eye pillow over your eyes to block out the stimulation and help quiet the mind. Five minutes is good, but you can stay longer, if you wish. If you stay longer, you may want a very thin blanket under your head and neck, and you may wish to tie a yoga strap or belt (the belt from a robe works great) around your legs, so you can fully relax. Sometimes I wrap a blanket around legs and feet, too, to keep them toasty. It’s hard to relax if you’re cold! If your feet fall asleep, then it’s time to come out of the pose. If legs up the wall doesn’t feel great, or if you don’t have the wall space, you can rest your legs on an ottoman or the arm of the sofa. Many yoga teachers believe that if you only have time to practice
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one pose per day, viparita karani should be the one. This pose can help alleviate tired legs, varicose veins, headaches, anxiety, fatigue, digestion, and lower back pain, and it can help gently stretch the hamstrings. It is an excellent pose to do before or after long car rides, flights, strenuous workouts, or long hours of standing. Because of competing demands, fragmented schedules, multiple jobs, and family, I find that the best way to make sure I take care of myself is to promise myself these 15 minutes, no matter what. I even write the morning meditation in my agenda as one of my scheduled blocks of time. Sometimes I can do more, but if not, then at least I have dedicated a few moments to myself. Then, I thank myself afterwards for following through on my commitment. My first yoga teachers used to always say at the end of class, “thank yourself for keeping this appointment.” After all, who is more worthy of an appointment with us than ourselves? If you can’t implement the strategies how or at the time I suggest above, don’t feel guilty about it—just practice them whenever you can fit them in. Start with the one that resonates most with you, then try out the others later, if you wish. I believe that we can all find five free minutes at a time to dedicate to our well-being. It may require a little training, but we are all able to change one bad habit in exchange for a new, healthier one. Scroll less, breathe more. Maybe this should be our mantra for 2021. Sarah Neal, M.A., MM, MG, CFS, CD, RYT-200, is a coach and Learn-to-Skate Director at Louisville Skating Academy in Louisville, KY. She runs an online community that helps skaters improve mindset, relieve stress and anxiety, and reframe their relationship with skating through self-care practices like mindfulness and yoga. To learn more, visit Sarah on IG @the_skating_yogi or e-mail sarah@theskatingyogi.com
A Solid Foundation to Build Upon By Terri Milner Tarquini
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erms such as “new coach” or “entry-level coach” are somewhat ambiguous, as every coach must start somewhere. “No matter how successful you were or are as a skater, it is a different journey and experience when you start to coach,” said Alex Chang, PSA President. “There are always new things to learn as the sport evolves.” That’s where the Foundations of Coaching Course (FCC) comes in. “Not everybody knows how to break things down and what the steps of progression are,” Chang said. “This is about harnessing something you know into something you can deliver.” Previously a one-day, in-person seminar, when COVID dictated that two FCC sessions be cancelled, a reimagined course came together. The “new” FCC is a 12-week online course that meets twice a week via zoom. The course covers a multitude of topics, including: planning and goal setting, basic skating mechanics, basic mental skills, safety in sport, and values and ethics—all valuable for coaches at any level, but, particularly, the initial gatekeepers of the sport. “These coaches are often the most important coach these skaters will have because, along with everything else, they also teach the love of skating,” said Heidi Thibert, PSA Senior Director of Coaching Development. “Without the love, there is no future for our sport.” While the FCC was one of many PSA offerings that were forced to shift to an online platform, out of necessity can come new benefits. “This longer, twice-a-week format
allows them a real opportunity to learn, absorb, and reflect,” Chang said. “It’s not just trying to take in everything quickly; it gives them time to process.” However, the main thrust of the course has held fast. “The number one goal is to equip the coaches to be able to do their best and be their best,” Thibert said. “To help accomplish that, we can equip them with knowledge and resources.” While this session was originally limited to 30 coaches, it filled up quickly, so another ten spots were added. In addition, the volunteer faculty are invited to all the sessions, so the twice-weekly classes, typically between 60-90 minutes each, often have 45-50 participants. “There is a real spectrum of participants,” Chang said. “Group coaching has really expanded into all levels—even the higher levels—so this is an opportunity for coaches who want to have a broader foundation and more resources to learn from.” With the financial challenges currently experienced by coaches, the $75 price point for the course was intentional. “The skating industry is going to take a huge hit and there is going to be an impact to coaches – the number of coaches, what they can earn, and whether they can survive,” Thibert said. “It was super important that we give them something that is affordable. This is a course that shines the light on basic skating so it is certainly something that would be beneficial for rinks or clubs to provide for their coaches.” While skating life will certainly continue to return to normal, the reimagined FCC is likely to stick around. “For so much of our programming,
we will still continue to offer virtual formats,” Chang said. “This much immersion at that low of a price point is so valuable even once we are past this and in-person formats have returned.” Beyond the developmental concepts a course like this offers, are PSA perks. Once coaches finish the course and submit a completed FCC companion workbook for faculty review, they earn 24 educational credits, a Foundation of Coaching Course certificate of completion, a PSA basic membership (for non-members) and a Basic Accreditation Rating. “Following the completion of the reimagined course, we are really going to reflect on what we presented and how it was received,” Thibert said. “We’ll really evaluate the feedback and discuss what worked and what we can do better.” At the heart of what needs to work is the joy of skating. “The hope would be that we change someone’s life because they love skating,” Thibert said. “Every coach had a coach who gave them that love and now they can open that same door for their skaters. It’s a big responsibility and a huge opportunity.” While the course is loaded with a plethora of coaching tools and information for coaches of entry-level skaters, the developmental possibilities for more experienced coaches look the same. “At the end of the 12 weeks, I hope every coach has renewed confidence and trust in their own coaching abilities – and enough a-ha moments to keep them reaching toward being an even better coach,” Chang said. “The best coaches have never been afraid to pull back the veil to make themselves better.”
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COACHING DEVELOPMENT Heidi Thibert, MFS, MM, MC
Athlete-Centered Outcomes In the last two issues of PS Magazine, the Coach Development column began a series of articles excerpted from the “USOPC Quality Coaching Framework 2020” assembled by the Coaching Education Department of the United States Olympic and Paralympic Committee. The first in the series covered the Introduction and Chapter 1: Quality Coaching. The second article contained QCF 2020 - Chapter 2: Essential Coaching Knowledge. The information in this issue is from Chapter 3: Athlete-Centered Outcomes. As stated before, while you are reading this, if you are not a Team USA coach (yet), when the article refers to “Team
USA”, think “TEAM PSA” and imagine how you can utilize these concepts for your everyday coaching skills and reach your full coaching potential. Note that I have permission from the USOPC to reprint this material and share it with all levels of coaching. As coaches will be on the front lines to “build back the sport,” I think this chapter may be the most important one for coaches in today’s times. – Heidi DeLio Thibert, PSA Senior Director of Coaching Development
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ll great journeys start with the end in mind. For coaches this means identifying what they hope their athletes will learn, become, and achieve while in their guidance. Those desired outcomes serve as primary goals— meaningful and realistic targets that will keep the athletes’ development on track. Those target outcomes, when appropriately selected and set, also serve to engage, and motivate athletes, and foster their continued participation in sport. This chapter is used to explain the value of adopting an athlete-centered, coach-driven approach that emphasizes the holistic development and well-being of athletes. This approach is effective because target outcomes are determined according to athletes’ needs, and the process is guided by ethical coaching decisions and actions.
An Athlete-Centered, Coach-Driven Approach An athlete-centered, coach-driven approach requires selflessness and unconditional dedication to helping 1,2 athletes reach their goals. A defining characteristic of quality coaches is their focus on serving their athletes, not themselves. This approach starts with the coach and athlete jointly identifying target outcomes. Although the coach should have some goals in mind, offering the athlete an opportunity for input in setting the targets will increase the athlete’s motivation and commitment to the goals. The coach’s role is to guide and shape the discussion with the athlete so that target outcomes are challenging yet realistic and attainable with support from the coach. This requires an accurate assessment of the athlete’s current abilities, strengths, and limitations.
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The target outcomes should include both objective performance measures (e.g., times, distances, rankings, and wins) and more subjective process measures (e.g., effort, attitude, and work ethic). This approach is consistent with what is commonly referred to as a SMART way to write 3 goals. Goals are SMART when they are: • Specific (clearly written), • Measurable (progress can be observed and tracked), • Attainable (appropriate training resources and coaching support are provided), • Realistic (within reach of the athlete’s current level of performance) and • Time bound (have a due date). After establishing appropriate target outcomes, the next step is for the coach to create the right conditions for the athlete to achieve the desired goals. In addition to designing training sessions and aiding the athlete during competition, quality coaches provide feedback and support as the athlete strives to achieve the goals. Strategic use of genuine, positive, and constructive feedback keeps athletes focused on the targets and helps nourish their desire to sustain the effort required to achieve 3,4 their aims. Coaches should carefully monitor athletes’ progress and then work with them to adjust their goals as needed. Coaches must be diligent in tracking the results of training and competition, and they should be alert to factors beyond sport participation that may influence the athletes’ ability to achieve their goals. By consistently showing interest in athletes’ lives outside of sport and concern for their overall well-being, coaches encourage athletes to share information and
insights that can help coaches make athlete-specific recommendations. An athlete-centered, coach-driven approach that improves athletes’ enjoyment, satisfaction, motivation, and performance requires the coach to: • jointly set challenging, yet realistic, goals in line with the athletes’ age and ability; • encourage the athletes’ input and initiative; • provide a rationale for coaching decisions; • recognize the athletes’ goal progress as well as performance achievements; • provide supportive, positive, and constructive feedback; • deliver coaching that meets each athlete’s unique learning and development needs and • account for life factors outside of sport that may affect goal attainment.
Holistic Development and Well-Being of Athletes A concern for developing the whole athlete should drive all coaching objectives and actions. Coaching with a concern for athletes’ holistic development and well-being means considering the personal, emotional, cultural, and social identity of each athlete and how this identity influences 5 sport development and performance. This is true across 6 the athlete development spectrum—from young children 7 to masters athletes. As mentioned in the first chapter, a common framework for setting comprehensive athlete 8 outcomes is the Four C’s model (see table 3.1). Competence. The desire to help athletes improve their skills is often cited as a primary motive for becoming a coach. Similarly, athletes typically list development of new skills as one of their primary motives for sport participation. The ability to perform the techniques involved in a sport requires a solid foundation of overall health, fitness, and physical well-being. Therefore, quality coaches seek the holistic skill development of their athletes, going beyond teaching sport-specific techniques and tactics to include informing athletes about healthy training and lifestyle habits related to areas such as nutrition, rest and recovery, and injury prevention. This allows athletes to fully develop their potential and take ownership of the skills needed for achievement. Confidence. Knowing how to perform sport skills is not enough; reaching an athlete’s development or performance potential is not possible without strong self-belief in his or her ability to execute techniques successfully when it matters. Athletes must learn to per- form under pressure in competitions and endure repeated failures when learning complex sport skills. Teaching athletes the strategies for
conquering self-doubt and frustration and building their confidence through techniques such as positive self-talk and imagery, is critical to holistic athlete development and the achievement of athlete-centered outcomes. Connection. Many great athletes are strong-willed and independent. Although these characteristics are valuable for developing a competitive spirit, athlete development will be stunted unless they learn how to train and compete with, not just against, others. All sports, whether individual or team in nature, require some level of cooperation with and support from others. Teams learn and perform best when there is a high level of trust and commitment to common goals. Even when training and competing alone, athletes need to learn how to receive and use feedback from others and participate with other athletes. Part of an athlete’s development is gaining the trust and respect of others in his or her sport network. Character. The achievements of an entire sporting career can be destroyed by a single moment of unethical behavior. Holistic development and athlete well-being hinge on the coach’s systematic and deliberate efforts to build athlete character. Simply participating in sport does not build character; it is the coach who determines whether the sport experience builds character or characters. The first step in building athlete character is to establish core values and standards that clearly describe what is expected and what behaviors are acceptable. The best way to teach core values and standards is to model them as a coach. TABLE 3.1 The Four C’s Model of Comprehensive Athlete Outcomes
Athlete Outcome
Description
Competence
Sport-specific technical, tactical and performance skills; overall health, fitness, and physical well-being
Confidence
Self-belief, resilience, mental toughness, and sense of positive self-worth
Connection
Interpersonal skills, ability to build and sustain meaningful and positive relationships
Character
Respect for the sport and others, integrity, self-discipline, and ethical and moral decision making
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TABLE 3.2 USOPC Ethics Code for Coaches Principles
Principle
Description
Competence
Coaches strive to maintain high standards of excellence in their work. They recognize the boundaries of their particular competencies and the limitations of their expertise. They provide only those services and use only those techniques for which they are qualified by education, training, or experience. In those areas in which recognized professional standards do not yet exist, coaches exercise careful judgment and take appropriate precautions to protect the welfare of those with whom they work. They maintain knowledge and make appropriate use of relevant scientific, technical, and professional resources related to the services they render, and they recognize the need for ongoing education.
Integrity
Coaches seek to promote integrity in the practice of coaching. Coaches are honest, fair, and respectful of others. In describing or reporting their qualifications, services, products, or fees, they do not make statements that are false, misleading, or deceptive. Coaches strive to be aware of their own belief systems, values, needs and limitations and the effect of these on their work. To the extent feasible, they attempt to clarify for relevant parties the roles they are performing and to work appropriately in accordance with those roles. Coaches avoid improper and potentially harmful dual relationships.
Professional Responsibility
Coaches uphold professional standards of conduct, clarify their professional roles and obligations, accept appropriate responsibility for their behavior and adapt their methods to the needs of different athletes. Coaches consult with, refer to, or cooperate with other professionals and institutions as necessary to serve the best interest of their athletes or other recipients of their services. Coaches’ moral standards and conduct are personal matters to the same degree as is true for any other person, except when coaches’ conduct may com- promise their professional responsibilities or reduce the public’s trust in the coaching profession and coaches. Coaches are mindful and concerned about the ethical compliance of their colleagues’ professional conduct. When appropriate, they consult with colleagues in order to prevent or avoid unethical conduct.
Respect for participants and dignity
Coaches respect the fundamental rights, dignity and worth of all participants. Coaches are aware of cultural, individual and role differences, including those due to age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, and socioeconomic status. Coaches try to eliminate the effect on their work of biases based on those factors, and they do not knowingly participate in or condone unfair discriminatory practices.
Concern for others’ welfare
Coaches seek to contribute to the welfare of those with whom they interact professionally. In their professional actions, coaches consider the welfare and rights of their athletes and other participants. When conflicts occur between coaches’ obligations or concerns, they attempt to resolve these conflicts and to perform their roles in a responsible fashion that avoids or minimizes harm. Coaches are sensitive to differences in power between themselves and others, and they do not exploit or mislead other people during or after professional relationships.
Responsible coaching
Coaches are aware of their professional responsibilities to the community and the society in which they work and live. They apply and make public their knowledge of sport in order to contribute to human welfare. Coaches try to avoid misuse of their work. Coaches comply with the law and encourage the development of law and policies that serve the interest of sport. They try to contribute a portion of their professional time for little or no personal advantage.
Ethical Coaching Decisions and Actions The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well. (Olympic Creed) Striving for victory is honorable; training and competing ethically is a greater victory. The Olympic Creed serves
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as a timeless reminder to coaches that they have a responsibility to behave ethically. When coaches make ethical decisions and act with integrity, they demonstrate their commitment to athletes’ welfare. Conversely, unethical coaching behaviors reflect a lack of regard for athletes’ development and well-being. Ethical coaching simply entails doing the right thing. It is grounded in the principles of duty and virtue. It requires courage—not mere compliance with rules or mandates.
But coaching is complicated, and coaches routinely face ethical and moral dilemmas. When facing such dilemmas when coaching in the Team USA context, coaches can refer to agreed-upon codes of conduct for 9 guidance. A valuable resource is the 10-page 10 USOPC Ethics Code for Coaches. This code is intended to provide both general principles and decisionmaking guidelines to cover most situations encountered by coaches. The code’s primary goal is the welfare and protection of individuals and groups with whom coaches work. This code also provides a common set of values upon which coaches should base any decisions in their professional work. The ethics code is based on six principles, which are presented in table 3.2. Examples of the topics that are addressed in the USOPC Ethics Code for Coaches include boundaries of competence, maintaining expertise, professional judgments, nondiscrimination, harassment, personal problems, and conflict, avoiding harm, misuse of coaches’ influence, multiple or exploitive relationships, delegation to and supervision of subordinates, fees, and financial arrangements, recruiting, sexual relationships, drugs, athlete assessment and team selection. The USOPC works collaboratively with the U.S Center 11 for SafeSport to support response and resolution efforts for allegations of ethical misconduct across the U.S. Olympic and Paralympic sport movements. The primary goals of SafeSport are education and prevention, and the organization offers a comprehensive online training course along with an array of educational materials to prevent abuse in sport.
CHAPTER 3 Takeaway A coach’s foremost duty is to serve athletes’ best interests, doing so in an ethical manner. The Four C’s provide a useful set of comprehensive athlete-centered outcomes around which coaches can both plan and assess their success. The USOPC’s Ethics Code for Coaches offers coaches a sound, values-based reference to guide their actions.
REFERENCES Gilbert, W., Nater, S., Siwik, M., & Gallimore, R. (2010). The Pyramid of Teaching Success in Sport: Lessons learned from applied science and effective coaches. Journal of Sport Psychology in Action, 1, 86-94. Lara-Bercial, S., & Mallett, C.J. (2016). The practices and developmental pathways of professional and Olympic serial winning coaches. International Sport Coaching Journal, 3, 221-239. Burton, D., & Raedeke, T.D. (2008). Sport psychology for coaches. Champaign, IL: Human Kinetics. Vella, S.A., & Perlman, D.J. (2014). Mastery, autonomy, and transformational approaches to coaching: Common features and applications. International Sport Coaching Journal, 1, 173-179. Cassidy, T., Jones, R.L., & Potrac, P. (2016). Understanding sports coaching: The pedagogical, social, and cultural foundations of coaching practice (3rd ed.). London, UK: Routledge. Holt, N. L. (Ed.). (2016). Positive youth development through sport (2nd ed.). London, UK: Routledge. Young, B.W., Callary, B., & Niedre, P. (2014). Exploring novel considerations for the coaching of masters athletes. International Sport Coaching Journal, 1, 86-93. Côté, J., & Gilbert, W.D. (2009). An integrative definition of coaching effectiveness and expertise. International Journal of Sports Science & Coaching, 4, 307-323. Hammermeister, J.J. (2010). Cornerstones of coaching: The building blocks for sport coaches and teams. Traverse City, MI: Cooper. United States Olympic & Paralympic Committee. (2020). Coaching Code of Conduct. Retrieved from www.teamusa.org/About-the-USOPC/Programs/ Coaching-Education SafeSport. (2017). Welcome to SafeSport. Retrieved from safesport.org
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Coach Julia Lautowa with Lindsey Thorngren
What Happened In Las Vegas Actually Happened BY KENT MCDILL Photos by Melanie Heaney Nathan Chen coached by Rafael Arutyunyan
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here can be no underselling or soft-pedaling of the reaction to the U.S. Figure Skating Championships held in Las Vegas Jan 11-21, 2021: They were considered triumphant in both substance and style. The substance was the skating, which, in the eyes of all who attended,
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was as skillful and artistic as any that had come before. The style was unique due to the cautions surrounding the existence of the coronavirus, but, in the eyes of those who were allowed to attend, the event went off without a hitch. PSA interviewed half a dozen participants, from officials to coaches,
to describe what turned out to be an event so successfully conducted it created within those in attendance the belief that figure skating can and will proceed in 2021 in the new-normal environment the coronavirus demands.
Alexa Knierim / Brandon Frazier coached by Todd Sand, Jenni Meno, Christine Fowler-Binder
SUBSTANCE The figure skating
Participants were selected through a series of virtual qualifying events, as coaches turned in video presentations of their skaters’ long programs, and those videos were judged by officials viewing them at the same time. Although the process did not allow for skaters to present short programs, it did bring together in Las Vegas a field of skaters similar to those who gathered for the U.S. Championships in Greensboro, N.C in early 2020, before the effects of the COVID-19 virus were known. This year, conducted in the New Orleans Arena in Las Vegas, which hosted a SkateAmerica event in late 2020, and with no actual audience in attendance to cheer them on, the skating performances and the level of competition matched the expectations of all the participants. “I honestly think it was the same (as other years),” said coach Derrick Delmore. “When you are an athlete of a certain caliber, at the top of your discipline, especially in your country’s competition, I think you come to a competition prepared to win. I don’t think the presence of an audience matters because you are so well-trained and your preparation process does not take into consideration who is sitting there watching you, other than the judges. I think
that part of the event this year was irrelevant. Those skaters came to skate their best possible performances and they did so irrespective of whether there was an audience or not. I don’t think their performances were impacted by the lack of an audience.” Some coaches felt that the physical part of the skating was equal to the skating in other years, but that the lack of audience still played a role in the performances. Audience reaction, it turns out, matters to the skaters and the coaches, if not Amber Glenn coached by Darlene Cain and Peter Cain to the judges. “I definitely think it played a psychological role in all of the skaters,” said coach from the people who were there. It Mari Malama. “The audience makes may have been distracting for some, a big difference when you are but knowing ahead of time they were performing. You can feel it. not going to have spectators, the “My athlete was somewhat worried skaters were preparing as much as about that, because he loves to possible for that. I think everybody perform and loves to interact with was ready.” the audience when he is performing,” “I do think performance would have she said. “But, when we were done, been better (with an audience),” said he still felt he had a lot of support coach Laura Pizzelanti. “My student
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won and did a clean program and he was pumping his fist at the end. There is the fake cheering and everything, but he would have had a standing ovation. I think, at the end of his program, he would have skated it out more with that live enthusiasm. But, we really can’t complain.” Competition organizers did have recorded audience reaction audio pumped into the stadium and played at appropriate times, which provided a form of audience reaction which skaters expect. It wasn’t the same, but it was… something. There were also cardboard cutouts of spectators in the first few rows, scattered throughout the seating area, that gave a sense that someone was watching. “Even though they were cardboard cutouts, it did seem like there were people there,” said coach Joel Dear. “During practices, they had five rows of fake audience, so it actually did not feel so empty. “I think there is an argument on both sides about the benefits of an audience,” he said. “It depends on the competitor. Some people do better in a more relaxed environment. There was the pressure of it being a nationals, but in a lot of ways, it felt a lot calmer. With an audience, it is challenging because there is a frenetic energy of the audience, which can be a blessing or a curse. You don’t always know what it is going to be until you are in front of that audience.” While a live audience can celebrate a superior performance in a way a recorded audience cannot, a live audience can also serve to provide support when a skater stumbles. “The very last skater had a very rough time, and if he had someone cheering him on, it would have turned him around a little bit,” Pizzelanti said. From a purely skating performance, there was general agreement
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Bradie Tennell coached by Tom Zakrajsek
that the substance of the event met the standards the American figure skating community demands.
STYLE Hosting an event amid COVID-19 restrictions
Create a suggestion box, and somebody will offer a suggestion. But, when given the chance to offer their viewpoint on the way the U.S. Championship was run from a safety standpoint, the suggestion box was empty. As successful as the skating was at the U.S. Championships, the preparations and precautions put in place to protect the skaters, coaches, officials, and organizers were
beyond reproach. Over the two-week period, participants in the Championships arrived in Las Vegas, got tested immediately, were placed in a hotel room in the Orleans Hotel until the results of their initial test were known, and were not allowed out of the bubble that included the hotel, the arena, and the small plaza that separated the two. Everyone who was in attendance for the full two weeks got tested three more times. If one assumes the tests were accurate and effective, and no one violated the rules of the bubble environment, the U.S. Figure Skating Championships were the cleanest and safest event possible.
And everyone said so. “I felt very safe once I was tested and quarantined and tested a second time,” said Sam Auxier, one of the event officials. “I kept my mask on. I was always aware of how disciplined everyone was about wearing their masks.” “I thought it was as best as we could have expected, and maybe even better,” said PSA representative Heidi Thibert. “It was very well organized,” said Malama. “I felt very safe the entire time I was there. U.S. Figure Skating did a very good job making sure everything was going to run very smoothly.” Due to the changed atmosphere inside and outside the arena, no one could ever completely forget that the coronavirus was having an impact on the event. But the efficiency and the efficacy of the safety protocols within
the bubble created a calming effect among everyone in attendance. Several specific aspects about the safety protocols were lauded as well. “Any questions we had, everyone was on the same page with their answers,” Dear said. “I didn’t feel we ever got conflicting answers. I was completely blown away and impressed.” It is wrong to think the participants were not wary of what they were about to encounter, either. “The team I worked with, we were prepared for everything,” Dear said. “With seniors going first, we were prepared for the option that, depending on how it went with the seniors that first week, the juniors might be canceled. We were open to everything.” Besides the audience, there was one other key aspect of the event that was missing, and which could
Coach Aleksey Letov with Jimmy Ma
Coach Rockne Brubaker with Laiken Lockley and Keenan Prohnow
Coach Tracy Wilson with Jason Brown
Madison Hubbell / Zachary Donohue coached by Steffany Hanlen
Coach Peter Johansson with Heidi Munger
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Coach Rafael Arutyunyan and Mariah Bell
not really be duplicated by cardboard cutouts or piped-in audio responses. “There wasn’t much socialization like at a typical Nationals,” Auxier said. “At the end of the day, you go to the bar and talk to other coaches and officials and catch up with the people you have not seen in a year. All of that socialization was not entirely gone, but was pretty limited.” There was also limited involvement of the media. There were no complaints about that absence.
THE FUTURE Now, there is one
For many of the participants, the completion of a successful U.S. Championships in the time of necessarily tight health and safety protocols proved that the 2021 skating season can go on. Most are OK with the idea that the U.S. Championships were an indication of how events in 2021 are going to be run. “I do think events will return and will return in a more efficient way,” Thibert said. “We found out that we can do a lot more virtually to prepare, and to plan, and to execute. I think we are going to be more efficient, our communications will be better, our review will be better. I think we developed skills that are going to help us in the future. And I don’t think we will ever go back to the way it was before the virus. We are always going to have some mechanism to make sure people don’t show up sick.” “At least from an official’s standpoint and a coach’s standpoint, I think everyone assumes this is going to be the standard for quite a
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Coach Tammy Gambill with Karen Chen
while,” Auxier said. “Until everyone is vaccinated and there is a very low incidence of COVID infection, this is the way it is going to be.” While the coaches interviewed disagree as to whether the pandemic will ever end, they agreed that for the immediate future, they can live with events being conducted the way the U.S. Championships were conducted. “Having live competitions is really necessary for maintaining momentum,” Dear said. “If this is how competitions have to be for a while, with a pared down approach and virtual qualifications, I still think it is very helpful. It is important to keep pushing through to keep the emergency behind the training.” “We will figure it out as we go along,” said Malama. “I have been telling my athletes that resilience is your biggest weapon at times like these, because you cannot predict what is going to happen. We didn’t even know where we were going to be skating from week to week because of restrictions. But this event left me very optimistic about what is possible going forward. I think vaccinations and testing protocols are going to be mandatory until COVID is under control.”
Coach Alexei Kiliakov with Lorraine McNamara and Anton Spiridonov
Coaches Jenni Meno-Sand and Todd Sand with Katie McBeath and Nathan Bartholomay
Coach Derrick Delmore with Starr Andrews
Coach Pasquale Camerlengo with Breeley Taylor and Tyler Vollmer
2021
Honor Roll of PSA Coaches
2021 U.S. Figure Skating Championships Photos by Melanie Heaney
Skater(s)
Coach*
Championship Ladies Bradie Tennell
1 Tom Zakrajsek
Amber Glenn
2 Darlene Cain, Peter Cain
Karen Chen
3 Tammy Gambill
Alysa Liu
4 Massimo Scali
Championship Men Nathan Chen
1 Rafael Arutyunyan
Vincent Zhou
2 Christine Krall
Jason Brown
3 Tracy Wilson
Yaroslav Paniot
4 Todd Eldredge
Championship Pairs Alexa Knierim / Brandon Frazier
1 Todd Sand, Jenni Meno-Sand, Christine Fowler-Binder
Jessica Calalang / Brian Johnson
2 Todd Sand, Jenni Meno-Sand, Christine Fowler-Binder
Ashley Cain-Gribble / Timothy LeDuc
3 Peter Cain
Audrey Lu / Misha Mitrofanov
4 Aleksey Letov
Championship Ice Dance Madison Hubbell / Zachary Donohue
1 Steffany Hanlen
Madison Chock / Evan Bates
2 Steffany Hanlen
Kaitlin Hawayek / Jean-Luc Baker
3 Patrice Lauzon
Caroline Green / Michael Parsons
4 Alexei Kiliakov
Junior Ladies Isabeau Levito
1 Yulia Kuznetsova
Kanon Smith
2 Tammy Gambill
Clare Seo
3 Tammy Gambill
Ava Ziegler
4 Steven Rice
Junior Men Eric Prober
1 Laura Pizzelanti
Joseph Klein
2 Damon Allen
Samuel Mindra
3 Kehaunani Malama
Jacob Sanchez
4 Oleg Makarov
Junior Pairs Anastasiia Smirnova / Danil Siianytsia
1 Trudy Oltmanns
Isabelle Martins / Ryan Bedard
2 Rockne Brubaker
Valentina Plazas / Maximiliano Fernandez 3 James Peterson Catherine Rivers / Timmy Chapman
4 Rohene Ward
Junior Ice Dance Katarina Wolfkostin / Jeffrey Chen
1 Pasquale Camerlengo, Igor Shpilband
Oona Brown / Gage Brown
2 Joel Dear
Katarina DelCamp / Ian Somerville
3 Elena Novak
Isabella Flores / Dimitry Tsarevski
4 Elena Dostatni
*Due to COVID restrictons, athletes may not have been able to list every coach. This honor roll lists only the coach of record for each athlete and may not be a complete represenation of an athlete's full coaching team.
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Foundations of Nutrition By Julianne Pondelli, RFS, RM
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utrition plays a key role in a skater’s athletic performance. How they fuel their body can impact their skating, both in practice and competition. In a sport where disordered eating is prevalent, coaches and parents play an essential role in helping skaters develop a lifelong healthy relationship with food. Understanding the foundations of nutrition will help coaches make more informed decisions about how a skater should fuel their body. It is critical for coaches to stress to their athletes the benefits of including foods with a variety of nutrients rather than focusing on weight and calories. Coaches can emphasize the importance of fueling and encourage skaters to eat a healthy balanced diet as well as advise skaters on the repercussions of not fueling properly. Athlete’s meals should be balanced with carbohydrates, protein, and healthy fats. While they are not all created equal, foods within these three groups provide energy which equates to physical endurance. Athletes will work more efficiently when they consume a more balanced diet that provides a
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variety of macro and micronutrients. Macronutrients are carbohydrates, protein, and fat all of which yield energy. Micronutrients are the vitamins and minerals that the food provides. With the exception of vitamin D, vitamins and minerals must be derived from the diet. Pairing carbohydrate sources with a mix of protein and fat, will help to sustain and to provide energy to muscles more consistently. Timing is crucial to athletes. Athletes should aim to eat a meal mostly of carbohydrates with protein and a small amount of healthy fat about one to two hours before their practice session. This should be a meal that the skater knows will not cause any GI discomfort during their skate. After practice, the skater should aim to eat some form of protein with carbohydrates within 30-60 minutes to refuel, replenish, and repair muscles. Carbohydrates are necessary to provide the skater with enough energy to get through their daily practice schedule. Rice, lentils, quinoa, pasta, and bread are excellent sources of carbohydrates. Whole grains are the best source because they have more nutrients that
the body can utilize. They also contain fiber, which will maintain the feeling of fullness longer. Eating enough carbohydrates will help the athlete’s body spare protein to be used to repair muscles instead of energy. Eating protein at each meal throughout the day and within an hour of a workout, will keep the athlete’s energy stable as well as promoting muscle strength and repair. Good protein choices are lean meats, nuts, nut butters, beans, fish, and eggs. By consuming these foods, athletes will be able to meet their protein needs within their meals. As a result, supplementation with protein powders will not be necessary unless trying to add calories. Although protein needs are higher in athletes, much depends on the duration and frequency of their training. For example, a 130lb athlete may require approximately 70 grams of protein or more each day. Fat is an essential part of an athlete’s diet because it provides essential fatty acids which are necessary to absorb fat soluble vitamins. Fat allows the body to conserve carbohydrate stores for when energy is needed. An example of this is landing the jump elements in the last minute of a free skate program. Olive oil, avocado, nuts, dark chocolate, and fatty fish are all sources of good healthy fat. Hydrating with water is optimal. In high intense, long workouts sports drinks are beneficial to hydrate as well as replace electrolytes lost through sweating. Studies show that dehydration can negatively impact athletic performance by 2-3%. It is good to remember that training in cold environments can also mask the signs of dehydration. Adequate fluids should be consumed before (approximately 16 oz), during (enough to keep from becoming dehydrated), and after a workout (an additional 16 oz). As coaches, it is vital to stress to parents the importance of healthy food habits so they can support the skater away from the rink. Ensuring that the athlete eats a healthy breakfast each day, and is eating every three to four hours
after, will prevent their body from going into fasting mode. Athletes should be coming to the rink prepared for their long day. Whether they train before or after school, snacks and water will play a role in keeping their performance level high. Skipping meals, or waiting too long to eat in between, will result in poor performance, fatigue, increased risk of injury, and increased recovery time. It may potentially cause a binge if they have gone too long without fuel. Parents can also be the first line of defense in noticing disordered eating patterns, skipping meals, or restricting habits. As coaches, we know that body composition and weight can have an effect on athletic performance especially in skating, however the American College of Sports Medicine discourages weigh-ins. For skaters that need more individualized nutrition support due to disordered eating patterns or medical issues, referring them to a Registered Dietitian (RD) in the area is a good idea. An RD should be part of the skater’s team of professionals just like a choreographer, PT, or athletic trainer. An RD will always focus on how food can assist in your athletes’ endeavors. They will educate how and when to use food as fuel so skaters will perform to their potential. An RD will never tell the skater what not to eat (unless medically indicated), to restrict an entire food group, or to do a cleanse or fast. Together with skaters’ parents, coaches can promote healthy eating habits to build stronger, healthier athletes. The goal should be to encourage the skater to reach their fullest potential, while developing a healthy lifelong mindset around food.
Trade your boots for slippers. Watch and learn at your own convenience!
PSA TV is an on-demand video library of past conferences/Summits and seminars presented by the Professional Skaters Association as well as tips from master rated coaches, webinars, and podcasts. www.skatepsa.com
Julianne Pondelli MS, RD, LDN is a Professional Figure Skating Coach and Registered Dietitian in the Boston area. She holds a PSA Registered Rating in MIF and FS and is an AFAA Certified Athletic Trainer. She is the Head Coach of Northeastern University’s Collegiate Figure Skating Club and coaches at many clubs in the Boston Area. Instagram: @skaternutrition
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P ROF ESSIONAL S K ATE R S F O U NDATIO N
Officers, Board Members and Trustees PRESIDENT Patrick O'Neil VICE PRESIDENT Carol Murphy TREASURER Scott McCoy SECRETARY Gerry Lane BOARD MEMBER
Paul Wylie Carol Rossignol Tim Covington Kelley Morris Adair Jill Maier-Collins TRUSTEE
Richard Dwyer Robbie Kaine Wayne Seybold Moira North Curtis McGraw Webster
Skaters' Fund – Donation Levels: • Platinum • Diamond • Gold • Silver • Bronze
$10,000+ $5,000+ $1,000+ $500+ $100+
Recognition opportunities for donors available The Professional Skaters Foundation (PSF) was founded to expand the educational opportunities of PSA members through a 501(c)(3) non-profit, charitable foundation.
The PS Foundation recently joined the Smile Amazon Program. Amazon donates 0.5% of all eligible purchases to a charity that you designate on the Smile.amazon.com website. AmazonSmile is a simple and automatic way for you to support the PS Foundation every time you shop, with no additional cost to you. Simply go to smile.amazon. com from your web browser, choose the PS Foundation as your designated charity, and use your existing amazon. com account with all the same settings! We all shop on Amazon today; please consider choosing the PS Foundation as your designated charity and start shopping on smile. amazon.com! Please spread the word to family and friends!
2021 Virtual U.S. Open Professional Figure Skating Championships By Patrick O’Neil
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he PS Foundation takes great pleasure in announcing that the 2021 U.S. Open Professional Figure Skating Championships, presented by the Professional Skaters Association, is a go! The live premier event will run on Sunday, May 23, 2021.
Streaming: Sunday, May 23, 2021 Compete: Register by April 1 Watch: Register at skatepsa.com to receive the viewing link and be entered into a prize drawing. Sponsor: Share with your club! Sponsor the event or a competitor. We value all support of the Professional Skaters Foundation!
The Virtual U.S. Open Professional Figure Skating Championships will feature one event, consisting of men’s, ladies, pairs, dance, specialty act, and group and will be judged based on “total performance” with an eye to costuming, presentation, music selection, choreography, style, and technique. The event will be conducted under the rules and regulations set forth by the Professional Skaters Association. The competition is open to all international performing and teaching professionals. Competitors must be at least 16 years of age by the registration deadline. Registration must be completed online by 11:59pm CST on April 1, 2021. The Entryeeze online registration link, with secure credit card payment, is now available at 2021 Virtual U.S. Open Pro Figure Skating Championships Home (entryeeze.com) Registrations may be limited and will be accepted on a first come, first served basis. Upon registration, the competitor will receive a Dropbox link to upload a video of high or recognizable resolution, as well as submit their music electronically. The PS Foundation encourages all participating competitors to actively seek a Champion level sponsor to cover their entry fee. Competitors may choose to seek a sponsorship from their club, rink or interclub association. All sponsors, including Champion sponsorships, will receive special recognition during the Live Premiere Event. Additionally, the PS Foundation encourages all coaches to reach out to the clubs they are affiliated with and encourage the club to become a sponsor for the U.S. Open. All sponsorship donations will go to the Professional Skaters Foundation (PS Foundation) which is tax exempt under Section 501(c)(3) of the Internal Revenue Code and you may claim that you did not receive any goods or services in consideration, in whole or part, for your contribution. The Grand Champion Award plus a cash prize of $2,500, and three special awards plus a $1,000 cash prize each, will be presented to four winners at the completion of the event during the Virtual Awards Presentation. The Grand Champion will also have a performance opportunity with Ice Theatre of New York (ITNY). For those of you whose competitive days are over, but are interested in watching the U.S. Open Championships, you can go to the PSA website online store to register for the link. A registration fee of $10.00 will automatically enter you into a drawing for prize and the link to the event will be sent out on May 23, the day of the event. On behalf of the entire PS Foundation, we hope you will all join us for a terrific event!
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2021 board election voting is open March 26th–April 9th to all full PSA members and will be sent via email.
Board of Governors Nominees Midwest Nominees: Kirsten Miller-Zisholz MFS, MM, RF, Level 5 Ranking What do you believe should be the main focus of the PSA Board of Governors? The PSA protects, advocates for and educates its members. Education should continue to be its main focus, by working toward encouraging and convincing all coaches of the value of education and learning, by making it more affordable and easily accessible.
What do you believe the PSA can achieve in the next three years? COVID-19 was devastating to our skaters and coaches, but it did show us how much we can accomplish with an online presence. Through meetings, lessons, seminars, and ratings online, we should continue to educate online and work toward opportunities for coaches to network. Networking is an essential part of any business and not being at in person events makes it difficult to feel connected.
What do you believe are the three most important issues the PSA must address? 1. The “new normal” of coaching in a COVID and SafeSport skating world 2. Continue to get coaches involved with the PSA as active participants, and work toward adding more PSA coaches on USFS committees 3. Affordable and easily accessible continuing education for all coaches
Do you have any additional ideas or goals that you would like to pursue if elected to the PSA Board? Outreach to facilities and coaches in an effort to make sure that all coaches become part of the PSA family not only to grow the numbers but to keep making better Professionals of the sport.
What do you believe the PSA can achieve in the next three years? 1. Growth in membership 2. Work as a team to bring topics of interest to its members 3. More communication with its members and within the committees 4. Offer more opportunity for its members to expand their knowledge and volunteer within PSA
What do you believe are the three most important issues the PSA must address? 1. Ratings 2. Diversity 3. Education
Do you have any additional ideas or goals that you would like to pursue if elected to the PSA Board? My goal, if elected, would be to commit time and energy to help new members grow as an individual. I would guide new members on how to become a better coach, expand their business and their relationships within skating community. Bring awareness to its members on diversity and finally, be a part of a team to inform all its members of the important topic in figure skating and PSA.
Sandy Wittmann MM, SFS, Level III Ranking What do you believe should be the focus of the PSA Board of Governors? 1. Education to its members on the topics of Safe Sport, Diversity, Equity, and Inclusion 2. Communicate with its members what our sport looks like now and moving into the future 3. Create more opportunities for rating exams 4. Engage more coaches to be mentors 5. Encourage members to participate more in their organization of PSA
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Ashley Wyatt MC, RG What do you believe should be the main focus of the PSA Board of Governors? I believe the main focus of the PSA should be in offering our developmental coaches every opportunity to receive affordable and accessible education. In a time where the future of skating is in question, and many programs are still on hold due to the pandemic, it is our responsibility as leaders to ensure that every coach has the opportunity to grow and flourish. If ever there was a time to “reinvent the wheel”, and give back as leaders in our community, now is it. We must facilitate and mentor our up and coming coaches in a way that inspires them, in a way that gives them the tools needed to build successful programs, and the ability to create a lasting legacy the heart of every athlete they encounter.
What do you believe the PSA can achieve in the next three years? Over the last several months, PSA has forged a path through uncharted waters, creating a vast amount of virtual opportunities. Over the next three years, I believe we can continue expanding our virtual forums, ensuring affordable and accessible education for our membership. Between now and 2023, we have a very achievable opportunity to create a new coaching paradigm. One filled with shareable, engaging content, both virtually and in person, that connects us to a larger global community. By maximizing on this new virtual world, our athletes will flourish in ways we were only starting to conceptualize at the beginning of 2020.
What do you believe are the three most important issues the PSA must address? 1. The PSA must continue to address topics of inclusion and diversity within our organization. While skating is a unifying bond, the work has only just begun. 2. Continuing the expansion of educational options for our membership 3. Working to ensure that our membership understands the importance of our educational programming and the ratings system to their own personal growth, as well as the importance of volunteerism and service to the organization
Do you have any additional ideas or goals that you would like to pursue if elected to the PSA Board? In an effort to keep our athletes safe from injury, I would like to see the recognition of non-skating, athletic training certifications such as Yoga, Personal Training, Pilates, etc. included in the coaches PSA bio. I would like to bring more recognition to those who hold a Master Rating in any discipline. I would like to see the PSA take a hands-on approach regarding the outreach to our grassroots programs and coaches. Bringing a true understanding of developmental coaching to them. I am interested in how we can better assist them in setting up their athletes for success, by first giving them successful tools from the start.
What do you believe the PSA can achieve in the next three years? I believe that by expanding digital forums that make it easier and more affordable to access education from anywhere, the PSA could see an increase in the number of coaches pursuing accreditation.
What do you believe are the three most important issues the PSA must address? 1. Maintain and elevate the quality of our training as we move to a predominately-virtual platform 2. Identify and equip interested volunteers for in person, regional support where it is needed and feasible 3. Respect all coaches and levels of interest
Do you have any additional ideas or goals that you would like to pursue if elected to the PSA Board? For the survival of the skating industry, there needs to be new and significant outreach to owners, managers, and directors in order to see the value that PSA education and ratings can bring to the ease of their operation and bottom line. Invite them to see our certification and ratings process up close so that they are more informed and educated when it comes to hiring professionals for their facilities. Program directors need education beyond running a group lesson program and more than once a year.
East Nominees: Lisa Geltz-Perri RFS, MG, MM What do you believe should be the focus of the PSA Board of Governors? This year has shown our leaders how critical it is to be innovative in adapting our education platforms so that PSA can continue to provide a safe and ethical learning environment. The PSA Board of Governors needs to keep the entire membership in focus when planning for quality education.
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Jill B. Stewart MM, SFS, CG, Level III Ranking What do you believe should be the main focus of the PSA Board of Governors? The focus of the Board of Governors should always be to support the mission of the PSA: Education, Ethics and Safety. We are in a unique period with the pandemic; the Board must be able to remain fluid when dealing with these focuses during this time. Provide educational opportunities in person (when safe). Make technological improvements so the PSA can continue to provide educational and ratings opportunities virtually. Remind coaches about the importance of being ethical, especially in relation to the use of social media.
What do you believe the PSA can achieve in the next three years? Every figure skating coach should be a member of the PSA! I feel the PSA can increase membership over the course of the next three years, reaching out to new coaches. First goal, however, should be to bring membership back to the number it was pre-COVID-19. If coaches are not joining the PSA, we need to find out why and address those issues.
What do you believe are the three most important issues the PSA must address? 1. Continue to offer highquality educational opportunities for members, both in person and virtually 2. Encourage younger/ newer/diverse coaches to become PSA Members. If this constituency is not joining the PSA, find out why and address those issues. 3. Current membership renewal and retention
Do you have any additional ideas or goals that you would like to pursue if elected to the PSA Board? 1. Some additional goals/ ideas I have, if elected to the PSA Board: 2. Challenge PSA members to contribute annually to the PS Foundation 3. Create a one-stop coach payment, which would include PSA membership and U.S. Figure Skating membership and/or ISI membership, background check and liability insurance 4. Consider creating another membership level for a coach who is renewing their PSA Membership for the first time at a reduced rate.
Cheryl Faust MFS, MM, Hockey Level I and Level II What do you believe is the main focus of the PSA Board of Governors? Firstly, to uphold our mission statement: Dedicated to providing continuing education and accreditation to ice skating professionals in a safe and ethical environment. Training quality coaches around the world. Secondly, the Board of Governors’ role is to make decisions in the best interest of all its members and the organization. Thirdly, in order to meet the goals above, each governor must play an active role to ensure the organization keeps moving forward.
What do you believe the PSA can achieve in the next three years? 1. Streamline all oral exam disciplines to be the same format 2. Update all exam videos and add videos to other disciplines 3. Continue to expand its reach to more coaches through webinars and be more active on social media. 4. The conference app is such a success and well used. We need to use that as a template for other social media outlets. It also connects people within our organization.
What do you believe are the three most important issues the PSA must address? 1. Perceptions: PSA rating exams are not for everyone; Ratings are too expensive and unnecessary; Coaches don’t need a rating because they already “know everything”; Master coaches are unapproachable; The PSA Edi Awards are only for elite/celebrity coaches 2. Reaching even more grass roots and elite coaches who are interested in education and ratings 3. Continuing to be a number one resource for coaches and their needs (legal, ethical, educational, provide insurance, apprenticing, and networking) and letting coaches know the PSA is a resource for them.
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USOPC Presentation #3
14+ Years of Age B Y T E R R I M I L N E R TA R Q U I N I
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oaching with a purpose and a plan is important at all levels of skating, but can be especially vital to keep on track once an athlete has reached the higher levels of the sport. At the 2019 PSA Conference in Palm Springs, coaches were led through the concepts of advanced skating, off-ice strength and conditioning, mental training and the success structure during a skater’s more-developed years on the ice, titled USOPC Presentation #3 – 14+ Years of Age. One of the segments, focusing on measurement and evaluation through the stages of skating, was led by Scott Riewald, Senior Director of High Performance Projects for the U.S. Olympic Committee. “One of the messages I want to drive home is about measuring, about testing, about knowing versus speculating,” Riewald said. “You must know — really know — about those areas that are about the health, well-being and performance of the athletes you are working with.” Identifying something like strength, or power, or flexibility that can help a skater the most should be at the forefront of a coach’s mind. “Your job is to boil down what’s important to measure and, once that’s identified, are you tracking that important thing?” Riewald said. “You need to capture that data and monitor your athlete with regards to it.” Part of the monitoring process is being aware of potential pitfalls that can befall a high-performance athlete. “As you get into these higher stages, you have the ability to train athletes 10 hours a day,” he said, “but does that mean it’s the right thing to do?” Monitoring how much and what kind of training your athlete is doing is vital to their success so the skater is getting the diverse types of training necessary to compete at the higher levels and also respecting the rest and recovery that is needed to continue performing optimally. “The needs of an athlete change as they go through the stages and they get to a place where the training is more intense, the effort is higher,” Riewald said. “They now have the opportunity to not only do on-ice training, but off-ice training, ballet, choreography and the demands take up more of an athlete’s time. Who’s managing that and making sure the athlete is not in a position where they burn out or get injured and end up wanting to walk away from the sport?”
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While accountability by the athlete increases as they get older and are more aware of what is expected of them in order to perform at the level they desire, at the outset of any of the stages should be a coach they can learn from. “It’s ultimately going to fall on the athlete to manage their time, but, initially, as they come into this space, they will look to you as the expert,” Riewald said. “You can help provide the guidance and the framework for the athlete. You can help them with training and how they’re approaching their performance now that they’re at a higher level.” This is also trackable information that deserves to be observed and measured. “Measuring something like jump count could be an indicator of how much load an athlete is experiencing in day-to-day training,” he said. “Are you periodizing so that there’s not just 50 jumps today, 60 jumps tomorrow and 70 jumps on Wednesday? Think about those things. There are scientific principles that should guide your work in the areas of load in high volume, high intensity days, but also providing opportunities for the athlete to rest and recover.” Another measurable area that is key to a skater’s success, made easier under the IJS judging system, is knowing where your athlete stacks up against the competition and being aware of what their weaknesses are and what opportunities should be explored for their improvement. “When you start a trip, you have a road map and you know where you’re starting and where you want to end up,” Riewald said. “You need to fill in the steps on how you’re going to get from your current location to where it is that you ultimately want to be. Understanding the gaps in their performance is fundamental in developing the road map that will take an already good athlete and make them great.” Determining the best road to travel on the trip to greatness is often driven by a coach who has engaged in selfexamination. “Take some time to reflect and look at what you do, how you do it, why you do it,” Riewald said. “Take all opportunities to learn from your experiences and revise and do things better.” In this over-14-year-old group, the guidance a coach provides for their skater has different facets than in previous age groups. “At the higher levels, there must be increased understanding how strength and conditioning compliments
PSA TV is an on-demand video library of educational content that includes tips from master rated coaches, webinars, and podcasts. We proudly offer a selection of free content, videos for purchase, or subscribe for only $4.99/month for access to the full catalog.
what’s done on the ice, talking about nutrition and dietetics, you’re now giving them guidance about their life as a whole and advice on how to structure things appropriately,” Riewald said. “That’s a very valuable thing you bring to your athlete that you didn’t necessarily have to bring to the earlier phases of an athlete’s development.” Part of the journey to getting better is recognizing that asking for help can serve to improve both coach and skater. “In the eyes of your student, through their development, you have been viewed as an expert, as someone they can come to and ask questions,” he said. “As they get to this later stage, if they see you working to learn and to get better, or if you don’t know an answer to a specific question but you work to discover it, that has real value.”
Dream
The rest of presentation #3, focusing on the third stage of a skater’s development, included Audrey Weisiger, two-time Olympic coach, discussing the on-ice skills at this point in the athlete’s career for skaters and parents; Brandon Siakel, USOPC Strength and Conditioning, presenting next-level off-ice training; and Nadine Dubina, USOPC Coach Development and Mental Skills, presenting more advanced mental training ideas. To learn more about the concepts of on-ice and off-ice skating, the body, the mind and successful progression during the time when a skater has now reached an advanced level as a skater, go to the PSA TV link at www.skatepsa.com and watch the event in its entirety.
BIG at 2020ne ISI Worlds! July 26-31 NSC Super Rink Blaine, MN Test & Entry Deadline: May 7 skateisi.org
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BEST BUSINESS PRACTICES
Clubs and Coaches Working Together B Y S U S I W E H R L I M C L A U G H L I N & P AT R I C K O ’ N E I L
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ll clubs are charged with the responsibility of creating a safe environment for all members in which they can participate, develop their skills, and achieve their goals. Coaches have a direct responsibility to ensure the success of a club and rink programing. Clubs and coaches that plan and use their creativity together can overcome many challenges, and it’s especially vital in facing today’s additional challenges. Boards and coaches that actively engage in planning set high standards and help to develop new resources so that they can move their clubs into brighter futures. Complacent boards and coaches that rely on “but that’s the way we’ve always done it” are, quite honestly, having trouble keeping up, especially during this time. Thinking outside the box has never been more important. Running a figure skating club and your work as a coach is very much like running a small business. Most of the principles necessary to make a business successful also apply to making a club and coach successful. A strong club is a direct result of the quality of professional coaches and instructors working within the club. When each entity works toward the same goal of being the best they can be in their role, everyone wins, especially the skaters. Coaches wear many hats, often at the same time: advisor, assessor, counselor, demonstrator, facilitator, fact finder, mentor, motivator, organizer, planner, role model, and supporter. As such, you have so much to give.
Join the Club Board If you are saying to yourself, “I wish my club was more (fill in the blank),” you have the power to make this a reality by getting involved. According to U.S. Figure Skating rules, coaches may serve on a club board; however, coaches may not constitute a majority of the board. Every club creates their own rules, so please always refer to your own club’s bylaws on who can serve on the board.
Form a Coaches Committee Another idea is to form a coaches committee with a coach liaison that can either be a voting or non-voting member and will attend board meetings representing the coaches. The coach liaison is responsible for seeking feedback from the coaches, sharing ideas, and communicating any
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concerns with the board. This two-way dialogue is extremely helpful with creating new programming and meeting the current Aspire Synchro in Cleveland, SC needs of the membership. and Colonial Skating Club in PA. It is also important that when decisions are made, the entire coaching staff support the programs, events and activities of the club.
Get Involved in Strategic Planning Coaches should also be involved in the strategic planning process of the club. Together, you can evaluate the current state of the club, create the yearly calendar of events and help set realistic goals. Filling out a SWOT analysis (strengths, weaknesses, opportunities and threats) is an easy and quick exercise to get everyone thinking. It helps you to build on what you do well, addresses what the club is lacking and provides the greatest chances for success. This could become an enjoyable annual team building event between the board and the coaches to first set and then evaluate progress year over year, redefining goals as you go.
Set Positive Examples Creating and maintaining a positive atmosphere is the responsibility of the collective leadership of the club: board and coaching staff combined and working together. Healthy rink cultures are full of energy, productivity and collaboration, whereas unhealthy cultures produce negative, low energy and gossip-filled rinks. As leaders, coaches should set the best tone possible and help deter-
Park City Aspire Pilot Program
mine the culture and direction of the club. Take a minute and rate the culture of your club on a scale of 1-10 (10 being the best) and think about why you are giving it that score. If you rate it a 7 or less, it is time to take a much closer look at the determining factors behind the number and identifying ways to improve it.
Getting Involved As coaches, you inherently have the knowledge and experience to help your club succeed. The best way to create the future club you want is to first get involved and become part of the solution and success. Many of the responsibilities listed below are interchangeable between board members and coaches.
Ten Responsibilities of a Figure Skating Club Board 1. Advance the club’s mission. Each individual board member should fully understand and support it. 2. Ensure coach representation to the board. This person can either be an advisor or a board member. 3. Support the coaching staff. The board should ensure that the coaches have the professional support they need to further the goals of the club. 4. Ensure effective club planning. As stewards of the club, boards must actively work with the coaches to establish an overall plan and assist in implementing the strategic goals.
“Your smile is your logo, your personality is your business card, how you leave others feeling after an experience with you is your trademark.” controls are in place. 7. Determine, monitor and strengthen the club’s programs and services. The board’s role in this area is to determine which programs are the most consistent with the club’s mission and to monitor their effectiveness. 8. Enhance the club’s public standing and reputation. 9. Ensure legal and ethical integrity. Solid policies will help ensure proper decorum in this area. The board must establish pertinent policies, abide by the SafeSport Program and adhere to provisions of the club’s bylaws and articles of incorporation. 10. Recruit and orient new board members and assess board performance.
5. Ensure adequate resources. One of the board’s foremost responsibilities is to provide the club with adequate resources to fulfill its mission. 6. Manage resources effectively. The board must remain accountable to its members. To safeguard its tax-exempt status, it must assist in developing the annual budget and ensuring that proper financial
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NEW MEMBERS
NEW MEMBER
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Brenna Anderson
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Nina Edmunds
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Lisa Hernand
Jimmie Santee
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John Romano
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Fern Coon
Kaylan Tuohey
Jesse Nightingale
Lauren Watson
Cassady Konu
Eleanor Wisnia
Susan Gray
We lc coac ome hes!
CONTINUING EDUCATION REQUIREMENTS
2021-22 Season CER modules are available now, with more coming soon! Module 12 • Stress and Sport Performance • Understanding +5 to -5 GOE Scores • Parents as Partners • Attentional Focus and Motor Learning Module 13 • Performance Fueling • Application of IJS Program Components • Leadership in Coaching • Design Practice
www.skatepsa.com *Please take care to ensure you are logged in to your membership account before purchasing an e-learning course. Do NOT checkout as a guest.
Do you know coaches who are new to the profession? Help them get a head start on their coaching career, and encourage them to join PSA! skatepsa.com/membership
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For an up-todate listing of banned and suspended persons, see skatepsa.com
CALENDAR of E V E N T S
MARCH
FU
JULY
Date: Event: Credit:
March 2, 2021 Webinar: Atticution PSA (Pure Skating Awesomeness!) 1 PSA credit
Date: Event: Credit: Deadline:
March 12-14, 2021 Virtual Ratings Prep – FS, MIF, G 21 PSA credits February 19, 2021
L L Date:
Event: Credit:
March 24, 2021 Virtual Ratings – MIF (all levels) 1 PSA Credit
L Date:
Event: Credit:
July 13, 2021 Virtual Ratings - G, PD, CH (all levels) 1 PSA credit
Date: Event: Credit: Lottery Registration:
July 22, 2021 Virtual Ratings - FS, MIF (all levels) 1 PSA credit
May 10-14, 2021
May 17-21, 2021
AUGUST
APRIL L FU
Date: Event: Credit: Lottery Registration:
April 18, 2021 Virtual Ratings – G, PD, CH (all levels) 1 PSA Credit
MAY Date: Event: Credit: Lottery Registration:
May 2, 2021 Virtual Ratings – All disciplines (master exams only) 1 PSA credit
Date: Event: Credit:
May 24-28, 2021 Virtual Summit 28 PSA credits
March 15-19, 2021
Date: Event: Credit: Lottery Registration:
August 12, 2021 Virtual Ratings – Synchro, Pairs, Dance, Figures (all levels) 1 PSA credit
Date: Event: Credit: Lottery Registration:
August 31, 2021 Virtual Ratings - FS, MIF, G (all levels) 1 PSA credit
June 7-11, 2021
June 21-25, 2021
JUNE Date: Event: Credit: Lottery Registration:
June 3, 2021 Virtual Ratings – FS, MIF (all levels) 1 PSA credit April 5-9,2021
Please visit www.skatepsa.com for the most current Calendar of Events
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MARCH/APRIL 2021
2021 PSA
May 24-28, 2021 The 2021 Summit will be a virtual event incorporating live and prerecorded sessions with new videos released each day on PSA TV. We know you’ll love what the PSA Team has in store!
More information www.skatepsa.com/summit
