May/June 2021 PS Magazine

MAY/JUNE 2021

Rohene Ward The Skater's Skater Award Winner 2018 U.S. OPEN PROFESSIONAL FIGURE SKATING CHAMPIONSHIPS

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.

MAY/JUNE 2021

COLUMNS 2

Team PSA

4

President’s Message

6

Ratings

FEATURES

| Alex Chang

| Cheryl Faust

10

Sport Science

16

SafeSport

18

Education

24

Coaching Development |

40

Best Business Practices

| Garrett Lucash

| Carol Rossignol Heidi Thibert

8

TEAM PSA: 2021 Summit

13

Hockey Educational Opportunities |

21

Virtual Ratings Prep |

23

Best Performance Awards Announcement

28

Maintaining Strength and Nutrition for Optimal Performance During a Pandemic | Julianne Pondelli

32

Synchro Teams Adapt to a Pandemic Season |

38

Tip of the Week: Janet Champion's Spins

Jordan Mann

Kent McDill

Heather Paige

DEPARTMENTS 7 36 41 42

Professional Development Recognition Professional Skaters Foundation New Members PSA Calendar of Events Elizabeth Thornton | Editor/Advertising Amanda Taylor | Art Director

Issue No 3 |

Who will skate away a winner this year?

Register to watch live!

May 23, 2021

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Make Time For You M

ay is Mental Health Awareness Month. We’d like to take this moment to recognize the immense stress and pressure our members have been facing for the past year. Pandemic fatigue is setting in, we are displaying signs of stress, and our mental health has taken a toll.

Beyond skating education, we also want to provide resources to take care of YOU and your personal well-being. You may have noticed recent magazine articles about mindfulness, yoga for skating coaches, and mental health strategies like fostering a growth mindset.

In the Coaches’ Room Resources section of the February 18 issue of PSA Today, you’ll find additional articles and videos that may be helpful as we work through this challenging season of life. Please take some time for you!

PSA OFFICERS President First Vice President Second Vice President Third Vice President Treasurer Past President PSA BOARD OF GOVERNORS West Mid-West 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

Mental Health AwAreness Month

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 Jackie Timm Area Area 9 Mary Anne Williamson

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 Schaber 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 3, 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

Returning to Normal vs. Redefining our New Normal B

y now, many of us are returning to a more “normal” work environment. In my town, restaurants are re-opening and movie theaters are expanding capacities.

Rinks and class programming are starting back up in many areas. Amidst all the hope, I feel this so-called return to normal begs a much deeper question: Is it possible to truly return to normal or is our concept of normal a construct? A thing of the past?

I think there are always unanswerable questions that have no clear answers. They may lead us to even-deeper questions — but they may also lead us to even-deeper understanding. What I mean by this is that our definition of normal has never been static — certainly not in our fastpaced world of rule changes, technique changes, schedule changes, coaching changes, competition changes, you name it. A catch-all concept we created to let us go to sleep at night, normal lets us look at our activities each week and accept the ebb and flow of coaching in a competitive sport.

There are no guarantees in life, certainly not in skating, but we persevere and do what we can to make our skaters better, stronger, kinder, smarter, faster…we raise them to achieve their individual goals, deal with their individual circumstances, and make sense of the chaos. That is the greatest skill of the coach.

So what does normal look like in a post-COVID skating world? Crystal ball moment: No one knows what will happen in the future and they never have. So, rather than try to ‘recapture the past,’ it may be better to create anew for the future and redefine our New Normal, NOW. Remember, we can learn from the past to see what worked, what didn’t, what has changed, and where we ultimately want to go. But we don’t have to carry the expectations and baggage of the past with us (‘It’s so hard, it’s not fair, it will never be the same’) — we want to learn from our past to bravely define our future.

Business in your rinks (schedules, skaters, programs, and staff) are all probably going to look a bit different this season too. Rather than try to recapture the past or bemoan facility/county restrictions, maybe it’s time to move on and refresh programs, reset prices, repackage bundles,

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utilize off-ice and yes, incorporate zoom classes for annual planning and organization.

Many skaters and families will not fully remember how it was, and are willing to embrace a new training model — IF IT’S WELL THOUGHT OUT. So spend the time to re-chart your course. A pandemic is a shut down, but every pause allows you to restart — to reset your business, redefine your teaching, and re-commit to new goals. Do you see a new potential coaching partnership? How about creating off-ice class for LTS, or maybe introduce TOI or Excel in your building? Are there emerging segments in your local community, new kids looking for physical activities and sports to get out of their Zoom fogginess?

Each of us has the power to re-write the script of our daily lives and shape the storyline of our season. Be bold and be curious. If you can DREAM it, you can bring VISION to it, and with a plan, dedication, and proper resources, you can DO it! Nothing happens without intention, planning, and execution, but remember, the PSA is here to support and empower you.

RATINGS Cheryl Faust MFS, MM

Virtual Rating Exams Popular During the Pandemic W

e are very excited to have helped so many people in their ratings journey through virtual ratings!

Although we miss in person sites and seeing our friends, we have administered three times the amount of exams since July than we have in a calendar year in the past.

More and more coaches are choosing ratings for many reasons. Going through and preparing for your ratings is the best way to analyze how you coach, what your methods are, and work on communicating your methods effectively. The study guides are free online and can be downloaded at any time. Going through the study guides is a valuable endeavor to make you a better coach.

Along with virtual ratings, we also offer virtual rating candidate orientation. This is a meeting prior to the exams to explain the process and answer questions you may have.

We want you to have the best experience possible.

The “Honour Hour” is a virtual get together at the end of exams where candidates are celebrated for their success!

This gives candidates and examiners a chance to get to know each other, network, and make new friends.

Our goal is to help coaches navigate their ratings journey and join the ranks of rated coaches. Remember, there are ratings offered in many disciplines and if you need guidance, we can help you choose which one is right for you.

Remember that master-rated examiners are coaches too! Please do not be shy about reaching out to us for questions or to make you feel more comfortable with ratings. Take advantage of this valuable resource- I did!

When preparing for my exams, I worked with a masterrated examiner to put me through the paces and make sure I was fully prepared.

Here are my top three rating exam hints: 1. Record yourself coaching. Just voice record- not video.

You’ll be surprised to hear that you don’t speak in full sentences!

2. Video record your walk-throughs on the ground. Speak as you walk through to explain each picture you are creating with your body.

3. Practice drawings! Take a marker and find the element on the ice and trace over it. Take a picture of it and practice drawing that picture in your notebook. Be able to discuss the marks that appear.

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All the study guides are online for you to download for free!!

We do not know how long we will be offering Virtual Ratings...just like everyone else in the world we are taking things one event at a time, so take advantage of this opportunity while you can!

If you are a master coach and are considering becoming an examiner, please reach out to us - we would love to get you started in your examining process.

No matter where you are or what is happening around you, the PSA is here for you to further your coaching education which helps you and your athletes succeed.

As always, feel free to contact me at any time!

PROF ESSI O N AL D EV E LO PM E N T

March 24, 2021 Virtual Rating Exams Brooke Brannon CM Beth Brown RM Alanna Collins RM Claudia Fluegge RM Anne H. Goldberg-Baldwin SM Elena Morrow-Spitzer RM

Basic Accreditation Shayne Orologio RM Briley Pizzelanti RM Laura Seal CM Kathryn Vaughn SM Carey Tinklenberg SM

April 18, 2021 Virtual Rating Exams Gina L. Bianco SPD Melanie Black RC Katherine Erickson CG Amy Guzelf RG Melanie Jenkins RG

Keauna McLaughlin Sharron Nelson-Corbin Melaine Jenkins Tam Bui Donna Jordan

Hockey Skating 1 Lindsay Johnston RG Jodie Kristy RG Drew Meekins CC Julianne Pondelli RG

Sharron Nelson-Corbin Shayne Orologio Jessica Johnson Rachel Reynolds Kathryn Vaughn

Rankings Lisa Henderson Level 2 Singles Julianne Pondelli Level 1 Singles Tammy Jimenez Level 4 Singles Chad Goodwin Level 4 Singles David Nickel Level 4 Singles

Hockey Skating 2 Mary Nguyen

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.

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Register Members: $275 Non-members: $475 Judges: $100 www.skatepsa.com

TEAMS

TOGETHER EVERYONE ACHIEVES MORE SUCCESS

The PSA Summit provides coaches with information and presentations they can't get anywhere else. You can't Google it, you can't find it on YouTube, it's not on Facebook, and you can't read it in a book or on a website. The combination of information and presenters is completely unique to the 2021 PSA Summit.

KEYNOTE

The Summit theme this year is TEAMS, recognizing that together everyone achieves more success.

Each presentation will address an aspect of the team mentality and help you identify and develop the talents you need on your coaching team for success.

Thank you to our sponsor!

You will notice sessions are not tracked by disciplines, but rather are topics and concepts that every coach should have knowledge of, regardless of what level or discipline they teach.

The Virtual Summit features more on-ice prerecorded sessions, more interactive sessions, and the tools you need to build a collaborative coaching team.

Check out our teaser trailer to see what we've got in store!

The Montreal Effect – Patrice Lauzon, Marie-France Dubreuil, Steffany Hanlen Monday May 24 at 6:00pm CST TEAMS: Together Everyone Achieves More Success Patrice, Marie-France, and Steffany will speak about the Ice Academy of Montreal's collective coaching philosophy and explain how it intersects with the academy philosophy. They all believe they couldn’t have achieved their amazing success without this critical element of their coaching team. Join this session to learn how you can cultivate an effective coaching team and emulate "The Montreal Effect".

2020 Coach of the Year Team – Jenni Meno-Sand, Todd Sand, Christine Fowler-Binder Pre-recording available Tuesday May 25 TEAMS: Teaching in Effective Alliances Multiplies Success Join PSA 2nd Vice President, Tim Covington, as he interviews the 2020 PSA and U.S. Figure Skating Coaches of the Year on the strength of their team and how they manage to support each other, communicate well, and share the workload while coaching pair teams at the highest level of competitiveness. Find out how this collaborative team is able to utilize their differing skill sets and varying areas of expertise but still share similar goals, resources, and leadership.

Collaboration Nation – Derrick Delmore, Garrett Lucash, Laura Lipetsky, Viktor Pfiefer, Peter & Darlene Cain, Jonathan Huer, Dalilah Sappenfield Wednesday May 26 at 7:00pm CST TEAMS: Teamwork Enhances Athlete Mastery and Success The “Coaches Challenge” was a contest between teams of elite coaches to bring together coaches from different regions/disciplines to strengthen U.S. figure skating. The “Collaboration Nation” team will take you through their collective thought-process and explain their ideas for an athlete-centered, long term-development, affordable plan for building a program and for coaches to emerge from the pandemic with ideas for change to better themselves and their athletes.

Diversity, Equity, and Inclusion – Nathan Truesdell, Denise Viera, Darlene Lewis Thursday May 27 at 6:00pm CST GO TEAMS: Growth Opportunities Through Equity Advancing Marketing Strategies Diversity and inclusion are today’s passwords for successful business growth. This presentation will explore how you can expand your coaching business by understanding and reaching out to diverse untapped markets in your community.

Recognize your assumptions; get tips for addressing unique challenges and learn inclusionary strategies you can use right now to build a welcoming skating environment.

Successful Team Coaching – Mitch Moyer, Justin Dillon Friday May 28 at 6:00pm CST TEAMS: Teamwork Execution Analyzation Management Self-Evaluation U.S. Figure Skating Senior Director of Athlete High Performance, Mitch Moyer, and Director of Athlete High Performance Development, Justin Dillon, will discuss the details of how teams of coaches can come together to create a system of developing athletes successfully. Perspectives on a common mission and a common philosophy and how preparation, organization, work, evaluation, and rethinking the system can lead a team of coaches to a collective accomplishment.

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Monday May 24

Tuesday May 25

Wednesday May 26

PRESENTED LIVE Together Everyone Acheives More Success

5:30pm

Summit Welcome

10am

USOPC Session

PSA President Alex Chang

---------Together Everyone Acheives KEYNOTE More 5:45pm Success Keynote Patrice Lauzon, Marie-France Dubreuil, Steffany Hanlen

---------Tech, Education, Assistance & More

Train Essential Action Movements & Sequences

Time for Embracing & Acknowledging Members

(CST)

6pm

General Assembly PSA Executive Committee, Jimmie Santee

---------Treasure Every Amazing Moment of Sharing

7pm

President’s Reception Hosted by PSA President Alex Chang

---------Teamwork Enhances Athlete Mastery & Success

Thursday May 27

Links sent each day via email & then available on PSA TV

Growth Opportunities Through Equity Advancing Marketing KEYNOTE 6pm Strategies Diversity, Equity, and Inclusion Denise Viera, Darlene Lewis

KEYNOTE 7pm

Collaboration Nation Derrick Delmore, Garrett Lucash, Laura Lipetsky, Viktor Pfiefer, Peter & Darlene Cain, Jonathan Huer, Dalilah Sappenfield

Friday May 28

Moderator: Nathan Truesdell

---------Top Event for Applauding Members' Success

Teamwork Execution Analysation KEYNOTE Management 6pm Self-Evaluation Successful Team Coaching Mitch Moyer, Justin Dillon

---------Time to Exit Another Magnificent Summit

U.S. Open 7pm

Summit Wrap Up 7pm

Alex Chang, Rebecca Stump, Tim Covington, Teri Hooper, Jimmie Santee

PSA Edi Awards Hosted by Madison Hubbell & Zach Donohue

7pm

May 23, 2021

Register at skatepsa.com to receive the viewing link and be entered into a prize drawing.

Celebrity judges include: Evelyn Kramer, Frank Carroll, Sarah Kawahara, Phillip Mills, Doug Webster, Hayley Kiyoko, Michelle Mills, Mark Ladwig, and Amanda Evora

Meet Your PSA Area Reps Gloria Leous

PRE-RECORDED Teaching, Exploring, And Mastering (body) Satisfaction

Teaching in Effective Alliances Multiples Success

PART 1 Sport Science:

Body Positivity Basics

2020 Coach of the Year Team

Carrie Aprik, Gretchen Mohney, Caroline Silby, Lauren McHenry

Jenni Meno-Sand, Todd Sand, Christine Fowler-Binder,

KEYNOTE

Interviewed by Tim Covington

Technological Enterprise Accomplishes On-ice Mechanics Sooner Pole Harness + Coach = Team Peter Biver, Surya Bonaly

Trusting in our Essence Awakens Magic Choreographer + Coach = Team Shae Lynn Bourne Interviewed by Ashley Wyatt

Thought, Effort, and Awareness Matter in SafeSport

Twizzles, Etc., Are Made Simple

SafeSport

Skating Skills Technique

Shelbi Meyer, John Anderson, Denise Kay

On-ice

Available on PSA TV

Teaching, Exploring, And Mastering (body) Satisfaction

Train Essential Action Movements & Sequences

PART 2 Sport Science:

Jump Technique

Creating a Body Positive Culture

Lee Barkell

Tools for Each Athlete to Master Skills On-ice

Off- Ice Skills Class Aleksey Letov, Olga Ganicheva

Carrie Aprik, Gretchen Mohney, Caroline Silby, Lauren McHenry

Tools to Employ ASPIRE Multiplying Skaters

Teaching Empowerment And Mastery of Standards

Threats & Exposures Are Manageable Situations

LTS + Aspire

PART 3 Sport Science:

PSA Insurance

Susi Wehrli McLaughlin and Team

Athlete Empowerment

Anna Sokolove

Caroline Silby, Lauren McHenry

Interviewed by Patrick O'Neil

Tips, Enhancements, & Advice for On-ice Mastering Spins

Teachers & Evlauators Aligned for Mentorship Support

Two Energetic Athletes Move Side-by-Side

Spin Technique

CoachConnect

Dare to Pair

Kristen Fraser

Phillip DiGuglielmo, Jed Hopkins, Cindy Sullivan, Kitty DeLio-LaForte

Kyoko Ina, Paul Wylie

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

EDI Awards Edi Awards

May 27, 2021

Announcing Edi Awards hosts Madison Hubbell and Zach Donahue!

May 18: EDI Awards Reveal Party | 7pm CST May 27: Edi Awards Ceremony | 7pm CST

Madison Hubbell/ Zach Donahue

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SPORT SCIENCE Garrett Lucash, RFS, RM

Part 1

Dynamics of Skill Acquisition in Figure Skating B Y G A R R E T T L U C A S H , K E I T H D AV I D S , P H . D , A N D FA B I A N O T T E , P H . D

This is the first of a four-part series on motor skill acquisition in figure skating. Readers can refer to the reference list to explore topics more deeply. We specifically provided hyperlinks to many of the references to make this process easier for coaches. I encourage anyone who has questions to reach out to me: garrett@acskating.com.

T

he science of skill acquisition has emerged as a vital topic in coaches’ education in recent years. A solid understanding of how athletes learn can help coaches make effective and efficient use of precious resources such as time, facilities, equipment, and new technologies, motivating learners to continue developing their skills and expertise throughout life. Fundamental questions for coaches interested in understanding skill acquisition include: ‘How do people learn?’; and ‘What can coaches do to enhance learning experiences for athletes at all levels, from beginner to expert?’. Further, these guiding concepts

and principles in skill acquisition aim to prevent practitioners from coaching how they were coached or copying the methods of coaches they idolize.

This article introduces key theoretical ideas on skill acquisition, which can help figure skating coaches make the most of their time and efforts based on contemporary ideas concerning how athletes learn. In particular, we discuss principles that can help coaches develop their practice designs to support individual learners at different skill and experience levels.

A brief history of skill acquisition research The study of skill acquisition as an applied science originated in psychology and education in the USA in the late 1800s, so there has always been an explicit link between theory and practice. In the 1970s, the sub-discipline of sport science emerged in the UK, and many of the key concepts of skill acquisition were transferred from education to the

Figure 1. Examples of individual, task, and environmental constraints that may interact during learning and performance in sport.

Examples of interacting constraints on the emergence of skill, expertise, and talen in athletes Performer

Task

Environment

Cognitive skills, emotional capacities, mental attributes, goals, motivations, intentions

Specific rules, markings, boundaries, surfaces

Family support and networks

Physical constraints including strength, speed endurance, flexibility, height, weight, and acoustic and visual system function.

Anatomical Constraints; differences in abilities and capacities

Instructional Constraints including coaching methods; types of feedback provided; exposure to discovery learning, etc.

Cultural expectations and attitudes, social constructions of age, gender, race, etc.

Genes

Use of video, images, simulations and models for practice

Peer group pressure; media images; commercialisation of physical activity and sport

Specific activities undertaken during practice time

Design and scaling of practice equipment (e.g., object mass, implement length, texture)

Access to high class facilities for practice and training

Amount of learning and previous experience

Design of practice tasks: task simplification v. task decomposition

Access to high quality learning opportunities and teaching

Developmental status of various subsystems including those for locomotion, postural control, reaching and grasping, etc

Artificial aids and devices

Physical constraints such as gravity, altitude, ambient lighting, and ambient temperature

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study of sport performance and practice designs for athletes of all levels. Over the decades, several prominent theories of skill acquisition emerged, differentiated by an emphasis on: (i) conditioning between stimulus and response; (ii) the brain processing information sequentially, like a computer, making decisions and controlling movements; and (iii) an ecological approach that stresses how to help individual athletes successfully face the challenges of their dynamic performance environment. Here, we outline key concepts of the ecological approach to skill acquisition, which is linked to a constraints-led approach to coaching (Button et al., 2020). This approach is recognized by the International Council for Coaching Excellence in 2016 as a valuable framework for coaches to understand skill acquisition.

Constraints-led coaching seeks to help athletes develop a successful relationship with their ever-changing performance environment.

Constraints-Led Coaching in Sport: What is it, and where did it originate?

Ecological scientists study relationships between organisms and their environments, especially how both

continually interact and influence each other. These ideas provide insight for understanding how athletes learn to negotiate competitive performance environments successfully. In applied science, the issue of how organisms learn to satisfy the constraints on them was captured in a model by psychologist Karl Newell (1986), who proposed an explanation of how people learn skills. In this model, intentional actions during performance are understood as dynamic movement solutions that emerge as each learner interacts with an array of constraints related to the task and environment. In this context, the word ‘constraints’ originates from the scientific study of ecological, biological, physical, and chemical systems and has a narrow, technical meaning. Newell’s constraints model refers to characteristics or features of each individual athlete, the task, and the environment, which continually interact and shape each other. Constraints are not barriers, limitations, or impediments as might be conceptualized in common language; rather, as our practical examples show, they can be manipulated to invite certain actions that support athlete interactions during learning. For example (see Figure 1), individual constraints of athletes refer to familiar features for coaches, which may be physical (e.g., power, flexibility, strength) or psychological (e.g., emotional control, confidence, resilience) or refer to their amount of previous experience and skill level. Task constraints are well-known in sports coaching, including equipment, performance area surfaces and dimensions, and specific rules of the sport. Environmental constraints refer to conditions surrounding the athlete such as ambient temperature, coping with (or exploiting) forces of gravity and friction on the ice and family support, and peer group networks.

An ecological reasoning for skill acquisition means that during practice, athletes are encouraged to move and discover information, progressively refining this exploratory activity so that they detect richer, more reliable information sources from the performance environment to support their actions. Therefore, with practice and experience, athletes learn ‘to act to perceive and perceive to act simultaneously’ (rather than ‘sense, think, act’). A key message from Newell’s

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Key Principle 1 Athlete-Environment Centered Coaching

du

hE

Co -D

es

ac Co

ign

INFORMATION

ca n tio

ACTION Key Principle 2

Constraints Manipulation

Practice Session Design

Key Principle 3 Specificity and Generality of Practice

Figure 2. Key skill acquisition practice principles in figure skating.

constraints model of learning is that coaches need to understand how different constraints continually interact to uniquely shape each individual learner’s performance behaviors. This means that no two situa-

References Bernstein, N. A. (1967). The Co-Ordination and Regulations of Movements.

Oxford: Pergamon Press.

Button, C., Seifert, L., Chow, J.-Y., Araújo, D. & Davids, K. (2020). Dynamics of Skill Acquisition: An Ecological Dynamics rationale (2nd Edition). Champaign, Ill: Human Kinetics.

Chow, J.-Y., Shuttleworth, R., Davids, K., & Araújo, D. (2020). Ecological dynamics and transfer from practice to performance in sport. In A. M. Williams & N. Hodges (Eds.), Skill Acquisition in Sport: Research, Theory and Practice (3rd ed.). London: Routledge.

Davids, K., Bennett, S., & Button, C. (2008). Dynamics of skill acquisition.

Champaign, IL: Human Kinetics.

Lucash, G. (2020). The athlete’s navigation device. The Professional Skater.

March-April. 12-13 Newell, K. M. (1986). Constraints on the development of coordination. In M. G. Wade & H. T. A. Whiting (Eds.), Motor development in children: Aspects of coordination and control (pp. 341-360). Dordrecht: Martinus Nijhoff.

Otte, F. W., Davids, K., Millar, S-K., & Klatt, S. (2020). When and how to provide feedback and instructions to athletes? – How sport psychology and pedagogy can improve coaching interventions to enhance self-regulation in training. Frontiers in Psychology - Movement Science and Sport Psychology, 1(1444). 1- 14.doi: 10.3389/fpsyg.2020.01444 - Available online at: https:// www.frontiersin.org/articles/10.3389/fpsyg.2020.01444/full

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tions are ever the same. Accordingly, constraints-led coaching emphasizes an individualized approach with at least three key principles that coaches should consider, as captured in Figure 2 above.

Otte, F. W., Davids, K., Millar, S-K., & Klatt, S. (2021). Understanding how athletes learn: Integrating skill training concepts, theory and practice from an ecological perspective. Applied Coaching Research Journal, 7. Available online at: https://www.ukcoaching.org/resources/topics/research/ applied-coaching-research-journal Rudd, J., Pesce, C., Strafford, B., & Davids, K. (2020). Physical Literacy - A Journey of Individual Enrichment: An Ecological Dynamics Rationale for Enhancing Performance and Physical Activity in All. Frontiers in Psychology, 11. doi: 10.3389/fpsyg.2020.01904 – Available online at: https:// www.frontiersin.org/articles/10.3389/fpsyg.2020.01904/full Woods C., Rudd J., Robertson S., and Davids K. (2020a) Wayfinding: How ecological perspectives of navigating dynamic environments can enrich our understanding of the learner and the learning process in sport. Sports Medicine – Open, 6 (51): 1-11. - Available online at: https://sportsmedicineopen.springeropen.com/articles/10.1186/s40798-020-00280-9 Woods, C., McKeown, I., Rothwell, M., Araújo, D., Robertson, S., & Davids, K. (2020b). Sport Practitioners as Sport Ecology Designers: How Ecological Dynamics Has Progressively Changed Perceptions of Skill “Acquisition” in the Sporting Habitat. Frontiers in Psychology, 11. doi: 10.3389/fpsyg.2020.00654 - Available online at: https://www.frontiersin.org/articles/10.3389/ fpsyg.2020.00654/full Wulf, G. & Lucash, G. (2021) Optimizing Figure-Skating Performance part 2.

The Professional Skater, March-April, 10-13

A Hat Trick of Hockey Educational Opportunities

By Jordan Mann, SFS, HS1, HS2, HS3, HS4 | PSA Hockey Skating Committee Chair

O

ver the last decade there has been a seismic shift in the game of hockey. The speed and skill at all levels has risen exponentially, and the demand for “power skating” coaches amongst hockey players has grown right along with it. More and more frequently, individuals and teams are turning to figure skating coaches to assist in teaching skating skills to aspiring NHLers.

Whether you are currently working with hockey players, looking to start getting into the power skating world, or just trying to expand your coaching perspective, we have something available for you.

The PSA Hockey Skating committee is made up of four active coaches from across the country. Tara Lane (CO), Paul Paprocki (MN), Donna Helgenberg (PA), and myself, Jordan Mann (IL). We are committed to assisting our fellow PSA members

to become comfortable and effective hockey coaches.

The committee’s Hockey Skating certificates are a series of four manuals and exams, increasing progressively from hockey equipment basics to elite athlete development and building a coaching brand. This certification progression is designed to be similar to the Registered, Certified, Senior, and Master rating designations you are used to seeing from the PSA. Hockey Skating 1 and 2 are both currently available online, and have been passed by dozens of coaches in the past few years. Now, we are thrilled to announce three new initiatives to keep our hockey coaches engaged!

Hockey Skating 3 Certificate Online This certificate, traditionally offered in-person at conferences, will now

“... we are thrilled to announce three new initiatives to keep our hockey coaches engaged!” be joining Hockey Skating 1 and Hockey Skating 2 as a course that can be done at any time, from anywhere.

With the new Summit format staying virtual, this provides a great opportunity to further your education and dive a little deeper into the sport.

The Hockey Skating 3 course sheds light on more details of the game and more advanced skating concepts than Hockey 1 and 2.

Mini-Modules The Hockey Skating Committee will roll out a series of “mini-modules” devoted to specific skills and situations. These short video presentations will each have a narrow focus. Examples include “Skating for Defensemen” and “Quick Start Mechanics”. These will be quick, inexpensive, and exceptionally useful

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Join the talented Disney On Ice team and find infinite opportunities to reach your potential as a performer.

Start your journey at DisneyOnIceAuditions.com

for coaches who want to get more information about certain topics.

Virtual Hockey Skating 4 We are looking to offer virtual Hockey Skating 4 courses by early 2022. This program will consist of both webinars and an exam. For coaches interested in the content but not the completion certificate, there will be an option to purchase the webinars only at a discounted rate. Hockey Skating 4 addresses the elite level player, longterm coaching, as well as the business side of building a brand.

Be on the lookout for further communications from our committee and announcements about the release dates of these three new endeavors. In the meantime, feel free to reach out to any of us if you’d like to discuss how the committee can help our fellow PSA members. Stay well!

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MAY/JUNE 2021

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Compliance for Coaches B Y : U . S . F I G U R E S K AT I N G ’ S S A F E S P O R T T E A M

P

er U.S. Figure Skating Rule MR 5.11, all coaches are required to complete their coach compliance requirements prior to coaching at U.S. Figure Skating sanctioned activities which include 1) qualifying and nonqualifying competitions and test sessions, 2) all performances including ice shows, exhibitions, recitals and carnivals, 3) international competitions where the coach is attending on behalf of Team USA, and 4) any other sanctioned club activities which includes club ice.

With the new season quickly approaching, please remember that compliance will open on June 1, 2021.

Members who require compliance are asked to wait until June 1 to complete their requirements to ensure the compliance components are applied to the new season.

The only exception to this is the SafeSport training which is valid “Members who for 365 days after completion and require compliance liability insurance that may expire mid-season. are asked to wait Coaches can check their until June 1 to compliance status in U.S. Figure Skating’s Members Only portal. complete their If the portal shows that a coach requirements is not compliant, they are not permitted to participate as a to ensure the coach until the missing requirecompliance ments are fulfilled and a green check is shown next to all components are compliance requirements. Below applied to the is an outline of each compliance requirement coaches must new season.” complete.

MEMBERSHIP Coaches must be a full member of U.S. Figure Skating and are required to renew their membership each year they are participating as a coach.

SAFESPORT TRAINING Coaches who are 18 years of age and older must complete the “SafeSport Trained” online course offered by the U.S. Center for SafeSport. This training course covers sexual misconduct awareness education, an overview of mandatory reporting requirements, and information on emotional and physical misconduct.

After a coach has completed the core “SafeSport Trained”

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course, they will be offered a new annual renewal course for the following three years, followed by the core “SafeSport Trained” course on the fourth year. This cycle will repeat every four years and all SafeSport training courses are valid for 365 days after completion. Since the SafeSport training can expire mid-season, coaches are encouraged to regularly check their compliance in Members Only.

Coaches who turn 18 years of age mid-season may take the course early with parental consent. The form for parental consent is built into Members Only and will appear when the 17-year-old coach attempts to access the SafeSport training.

BACKGROUND CHECK Coaches who are 18 years of age and older must successfully pass a U.S. Figure Skating background check through the National Center for Safety Initiatives (NCSI). Coaches who turn 18 mid-season are required to successfully pass a U.S. Figure Skating background check within 45 days of turning 18. U.S. Figure Skating will consider accepting other background checks completed through NCSI. A review of the search criteria used for the screen will be completed prior to determining if the screen will be accepted.

COACHING EDUCATION REQUIREMENTS (CER) All coaches must complete the Professional Coach/ Choreographer CER Program offered through the Professional Skaters Association (PSA). PSA membership is not required to access CER courses. Each pre-packed, pre-priced module contains four courses. One module is required per season.

LIABILITY INSURANCE All coaches are required to submit proof of liability insurance with $1 million per occurrence, $5 million aggregate per coach. This is an annual requirement and may be purchased through U.S. Figure Skating, the Professional Skaters Association, or through other carriers so long as the above-mentioned criteria is met.

CODE OF ETHICS Each coach must agree to U.S. Figure Skating’s Code of Ethics annually. This can easily be done by accessing the compliance tab in Members Only.

When clicking “Begin” for the Code of Ethics requirement,

If you have any questions regarding coach compliance, please contact us at safesport@usfigureskating.org.

coaches will be asked to provide an electronic signature acknowledging their agreement to the Code of Ethics.

FULL PSA MEMBERSHIP A full membership with the PSA is only required for those who coach at qualifying levels of qualifying competitions and for coaches who travel to competitions as part of Team USA. This is an annual requirement that can be fulfilled through the PSA. WAIVERS All coaches are required to complete three waivers: 1) Assumption of Risk, Waiver and Release and Indemnification Agreement, 2) Medical Consent, and 3) Name and Likeness and Consent Agreement. Each waiver is required to be agreed to annually and are located in Members Only under the compliance tab.

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Moylan Iceplex Omaha, NE

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World Arena Ice Hall

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PS MAGAZINE

17

EDUCATION Carol Rossignol, MD, MS, MG, MPD, MFF

The Walley Jump

BY CAROL ROSSIGNOL R E V I E W E D B Y H E I D I T H I B E R T, C A R O L E S H U L M A N , D O U G H AW, A N D D I A N E M I L L E R

T

he Walley jump is a free skating jump of one full rotation. A skater takes off from a backward inside edge, completes one full rotation in the air, and lands on a backward outside edge on the same foot. It is similar to the loop jump, only it is a counter rotation jump. The Walley is used today more as a transitional skill and is an unlisted jump by the ISU in the IJS system. We see the Walley as a single jump as few have attempted double Walleys, and no one is known to perform triples or quads.

The jump is named after Nate Walley, an American skater, but others believe that the jump was first performed in Britain by Pat Low. You may have heard it referred to as the Pat Low jump. See diagram A. Dorothy Hamill performed Walleys in both directions in succession as an approach to a double flip jump.

Doug Haw, MFS, notes “most coaches use them for warmup of jumping as it solicits excellent trunk rotation and edge pressure like no other for single jumps! It is equivalent to an Axel with degree of difficulty although the mechanics are completely different. Many coaches have their skaters do three in a row to build rhythm, strength and power as well as coordination. Skaters vary their arm positions with one arm over their head, then the opposite arm and then both arms in the final Walley when they are performed in succession. Almost all skaters have at least one in their program now for transitional steps or before a jump.”

Preparation (for counter clockwise rotation) The take-off edge is a right back inside edge for a skater rotating in a counter clockwise direction.

Start with a left forward outside three-turn and step on to a right back outside edge with the right arm in front and

Diagram A

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the left in back while the left (free leg) is behind. Begin by changing the edge as in a power pull from the right back outside to a right backward inside edge. The left or free arm will now be in front and the right or skating arm will be well back. Lift and rotation is created by using knee action (bend and lift), plus upper body rotation (first to the left).

Another method of approach is skating a series of back change of edge pulls (power pulls) or from hopping from a left back inside edge to a right back inside edge.

Take-off The take-off is from a right back inside edge with the free leg (left) extended behind. The left arm is in front and the right behind.

Drop quickly in the knee and jump when the pressure builds under the ball of the right foot to push-up.

The free leg lifts behind on the take-off to assist with the momentum for the lift-off of the jump. The free leg kicking from behind the skating foot is considered by some as a major component of the jump and not by others. The timing of this jump on the take-off is essential.

Flight/Air Position The free leg (left) can remain behind or brought in front (like a loop jump) during the rotation in the air. A variation is to perform the jump with both arms over the head.

Landing The jump is landed on a right backward outside edge in the usual landing position. Often the landing of the jump progresses into a power-pull and sets the skater up for performing consecutive Walleys in rapid succession.

Teaching Progressions

Diagram B

• Practice change of edge emphasizing arms and knee action with no jump.

• Practice alternate jumping from side-to-side from a right back inside edge to a left back inside edge with no rotation to strengthen the take-off edge.

• Practice changes of edges with hop and no turn landing on RBO edge.

• Practice jumping a right back inside counter turn, thus initiating a half rotation in the air. This helps to place the weight over the right side on the take-off.

• From backward changes of edge on the right foot with the right arm in front on the outside edge, and the left arm in front on the inside edge. The optimum time to jump (or hop) is just before the point “X” so that the skating foot leaves the ice at point “X”. See diagram B.

Teaching Points • Practice off-ice first • Practice at the boards, pushing off the wall with the left hand to initiate rotation.

• It is not advised to teach the toe Walley jump as a progression for the Walley as this only makes it more difficult to learn the Walley jump.

• The Walley is best done after the mechanics are clearly understood.

References: The Complete Book of Figure Skating, Carole Shulman, Human Kinetics, 2002 NCCP Figure Skating Certification Manual Level 2, Skate Canada, 1986

Common Errors and Corrections Error

Cause

Correction

Jumping too late

• Poor timing • Upper body not synchronized with the take-off or lower body

• Emphasize rhythm and shape of edges. Practice change of edge with hop and no turn • Practice change of edge with no hop

Poor height • Too much toe on right foot (the take-off foot) • Too much pressure downward • Too much effort with free leg on lift • No pressure on the ice

• Have skater stay more in the middle front of blade and maintain more upright position (leaning too far forward) • Practice knee action on changes • Keep free leg relaxed and closer to skating leg • Not enough knee bend or not enough push off on the lift

Incomplete rotation

• Keep free leg relaxed and closer to skating leg • Practices changes of edge with hop

• Too much effort with free leg on lift • Poor rhythm with arms on change of edge

PS MAGAZINE

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Find our amazing educational content with improved functionality at PSA TV. free trial | free content | videos for purchase | subscription

MARCH 12-14,

2021

FS

However, in the coronavirus pandemic era, nothing happens as it once did, so the Ratings Prep event for 2021 was held in the living rooms, family rooms, garages, home offices, basements, man-caves, or she-sheds across the country.

And in South America as well.

Through the magic of video chat technology, coaches from around the country “gathered” in Zoom link “rooms” March 12-14 to attend any of more than 30 sessions for coaches in free skate, moves in the field or group instruction.

The event included a “social event” the night of March 12, an equipment seminar for all coaches, and a question-andanswer summary session on the final afternoon.

Based on interviews with both presenters and attendees, the event was virtually a success. No, wait, it was a virtual success!

Perhaps it was both.

The event details Created and conducted under the watchful eye of PSA staff members Heidi Thibert and Barb Yackel, the Virtual

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very year, the Professional Skaters Association hosts a Ratings Prep event to aid coaches in preparing for rating exams. Before the pandemic, this was an event held at a designated location with coaches moving from lecture to lecture and demonstration to demonstration, then enjoying the camaraderie of colleagues while preparing for the next day of courses.

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Ratings Prep offered pre-recorded sessions explaining initial assessments, exam categories, drawing turns and steps for all disciplines, as well as basic elements for all disciplines, tips on how to succeed, what to watch for in exams, and an equipment update.

The live meetings were conducted one hour at a time with three different sessions per hour for the different categories of coaching (see schedule inset). Just as with an in-person Ratings Prep, Friday’s three hours of sessions started in the afternoon, Saturday included five hours of instruction and Sunday had four one-hour morning sessions, including a final wrap-up Q&A and summary. As far as the schedule went, it was conducted just as if everyone was meeting in one place and had to run off to an airport or other transportation Sunday afternoon to get “back home”.

After a year in which much of the instruction and even some of the competitions were held virtually, everyone seems to have grown accustomed to the process and its shortcomings. But was the Virtual Ratings Prep event a success?

PSA spoke to both presenters and partic-

ipants to see what went well, what was missing, and whether virtual instructional events of this sort can continue while the nation continues to recover from the coronavirus pandemic.

The presenters “I think the Education Committee and the PSA staff have a great deal to be proud of,” said presenter coach and PSA Board of Governor member Patrick O’Neil.

“They made it easy from beginning to end for people to sign up and enjoy a weekend of education.”

“As with all this virtual stuff, the strength of the bandwidth you have matters, but I do think it accomplished the mission as well as if it were held in person,” said current PSA Vice President and event presenter Denise Williamson.

“Demonstrating can be a little challenging for the presenters to do, but with everything we have gone through in the past year, we have become accustomed to demonstrating. We know how to move the screen and present effectively.”

In-person ratings prep events allow for a great deal of back-and-forth between presenters and attendees. The same

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was true for the virtual event, although anyone who has attended meetings via Zoom knows that question and answer periods require a bit of patience as well as the understanding of where your mute button is on your computer.

“I thought it offered a safe zone for many of the attendees, who were more willing to ask a question than if they were at a live event, because they could put it in the chat box, whereas in a group of 25 people some are more reluctant to speak up,” Williamson said. “It is different than standing up in a room full of colleagues. Often, the question could be answered by the room manager who is off screen, and the response could go directly back into the chat box.”

Williamson did say she sometimes dislikes the chat box in part because there are times when entire conversations are taking place in that “anonymous” manner, saying it is really no different than the distraction having a conversation taking place in the audience at a live event while a presenter is providing information.

Technical difficulties did occur during the event. There was an occasion when the audio and visual in one presentation were not in sync. Attendees had to keep their spouses, children, and pets from interrupting, which was not always successful.

And the value of the mute button was always at a premium.

O’Neil and Williamson agreed that in the case of a presentation that involves a discussion of physical maneuvers, a video presentation does not equal that of a live presentation. It is in this matter that the pandemic has created a true attitude of “doing the best we can under the circumstances”.

The attendees “I thought it was very successful,” said Amy Ladogana, a skating coach from Charlotte, N.C. “The sessions were just as informative as the live events I have attended and they were successful in keeping the event interactive. I don’t think anything was missing from an in-person event.”

The audience for the event included Mariano Fuentes, a skating coach from Peru who would be much less likely to attend an in-person ratings prep event in the United States.

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“Every session was more than a learning experience for me,” Fuentes said. “It was a preparation for what is coming in the exams and what is expected from coaches, which was enlightening. I was provided with all of the necessary information that a coach should take into account during the exams.”

The benefits of a virtual ratings prep session While there is no ignoring the fact that teaching a physical practice through a video screen is not as appropriate as a live demonstration, the virtual event had actual benefits that a live event does not offer. Most importantly, a virtual event is easy to attend, with the only cost being the registration fee.

“I was very pleased to be able to attend the event without having to travel and also to have the ability to go back and watch the recorded sessions from the event at my own pace,” Ladogana said.

“There was increased attendance because it was virtual,” said Williamson, who mentioned Fuentes as an example.

“In the current climate we are in, you don’t put yourself at physical risk by attending. The cost is so dramatically less because there is no hotel, travel, or food costs. Additionally, many coaches could continue to work since some sessions were intentionally scheduled for later in the day so attendees could avoid losing income which is otherwise lost when attending live events in another city. That made it very appealing. It was appealing to me as a presenter as well. I didn’t have to miss any work to do this.”

The disadvantages of a virtual ratings prep session Other than the aforementioned difficulty of demonstrating a physical skill via virtual means, the most often mentioned disadvantage of a virtual ratings prep event is the same disadvantage that everyone has experienced by practicing social distancing and staying quarantined: the lack of human interaction.

“In my opinion, nothing will ever truly replace in-person events,” O’Neil said.

“The networking that goes on during events like this, and the energy of the learning that takes place in a live setting is important.”

“I do think it is great to be in person and

to socialize,” said Williamson, who noted that she found out the best way to teach a particular skating move occurred in a bar in Philadelphia. “Sitting around after the educational events is when you do learn the most. You can bounce ideas off of each other, you can grab a knee or shoulder and show how to teach a move.

That component, when you are talking about how to get the body to cooperate, in person is definitely the way to go.”

There were also technical issues, many of them coming from a lack of experience either for the presenter or for the attendees. Operating in gallery view, knowing how and when to speak, presenting videos were all issues that will become less problematic as participants get experience with the technology of video meetings.

Williamson mentioned a detail that many teachers and tutors have experienced in the past 12 months: “sharing videos is horrendous.”

That being said….

There is no question that a virtual ratings prep session is the PSA’s attempt to make the best of a bad situation.

Williamson pointed out that this “bad situation” may exist for a long time and that virtual events for the PSA may become the norm.

“Part of me feels that people may prefer this, at least for a while,” Williamson said. “I think for several years out, we are going to be a hybrid.

We may be forever. You can see it with many corporations, employees are going to go into the office twice a week and working from home the other times. There is something to be said for that: climate change, fewer cars on the road, less expensive corporate offices.”

Perhaps the lesson of the virtual ratings prep session in a time of a pandemic is, as O’Neil said, “Better than nothing."

“We will take what we can get,” he said.

“Virtual is the next best thing to being there.”

Congratulations to all competitors and coaches!

The men’s, ladies, ice dance, and pairs award presentations will take place during U.S. Figure Skating’s Champs Camp later this year.

Professional Skaters Association Announces Best Performance Awards for 2021 Toyota U.S. Figure Skating Championships March 9, 2021 – The Professional Skaters Association is pleased to announce the winners of the EDI Awards for Best Performances at the 2021 Toyota U.S. Figure Skating Championships in Las Vegas, NV. One winner was chosen from each category—men’s, ladies, pairs, and dance—to honor and recognize the outstanding efforts of these skaters. The

award is based on the “total performance” with an eye to costuming, presentation, music selection, choreography, style, and technique. Winners were determined by a committee that reviewed all long and short programs at the junior and senior levels for each discipline. The following are the winners of the 2021 Best Performances at a national championship:

Best Performance Award Winners for the 2021 Toyota U.S. Figure Skating Championships Best Performance Ladies

Best Performance Men

Championship Ladies Free Skate Program

Championship Men Short Program

Amber Glenn

PSA Coaches – Darlene Cain, Peter Cain Choreographer – Misha Ge Music Selection – “Rain in Your Black Eyes (remake)”

by Ezio Basso Costume Designer – Denyse Frey

Jason Brown

PSA Coaches – Tracy Wilson, Karen Preston Choreographer – Rohene Ward Music Selection – “Sinnerman” by Nina Simone Costume Designer – Elena Pollack

Best Performance Award Winner for the 2021 U.S. Synchronized Championships unavailable due to COVID-19

Best Performance Pairs

Best Performance Ice Dance

Championship Pairs Free Skate Program

Championship Dance Free Dance Program

Alexa Knierim / Brandon Frazier

Madison Hubbell / Zachary Donohue

PSA Coaches – Todd Sand, Jenni Meno-Sand, Christine Fowler-Binder, Rafael Arutyunyan, Chris Knierim

PSA Coaches – Marie-France Dubreuil, Patrice Lauzon

Choreographer – Renee Roca

Music Selection – “Hallelujah” by Jeff Buckley and k.d. lang, “Pray Gently to the Light” by Karl Hugo

Music Selection – “Fall on Me” by Andrew Bocelli, Matteo Bocelli, “Immersive Light of Love” by Karl Hugo Costume Design – Lisa McKinnon

Choreographers – MarieFrance Dubreuil, Scott Moir

Costume Designer – Josiane Lamond from Elite Expressions

PS MAGAZINE

23

COACHING DEVELOPMENT Heidi Thibert, MFS, MM, MC

Contextual Fit In recent issues of PS Magazine, the Coach Development column has been a series of articles excerpted (with permission) 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 is this

issue is from Chapter 3: Athlete-Centered Outcomes. We now come to Chapter 4: Contextual Fit 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

T

he U.S. Olympic Committee supports more than 50 National Governing Bodies (NGBs), which work directly with their respective International Federations to administer each sport at the national level. The NGBs share a similar mission: to provide Americans with the opportunity to explore Olympic, Paralympic and Pan American sports; develop their skills; and ultimately have an opportunity to represent their nation at the Olympic, Paralympic or Pan/Parapan American Games.1 Athletes’ passion for sport is often sparked when they are young, when they score their first goal or simply experience the thrill of sport competition for the first time.

That passion is enhanced and channeled by talented and dedicated coaches representing each NGB. Successful coaches adjust their approach to the athletes, settings, and circumstances, because they know the most effective coaching is context specific.2,3 Those same coaches also recognize that holistic athlete development requires the right kind of coaching at the right time in the athlete’s journey. Team USA coaches must strive to customize their actions, interactions, and prescriptions to positively serve millions of members and provide inspiration for every American athlete—whether it’s a young athlete on the path to Olympic or Paralympic competition or a reserve player on a club team—to live their dreams.

Types of Coaching Contexts Coaching has been described as a process of guided improvement and development in a single sport and at identifiable stages of development.3 The needs of a young child just beginning the sport experience journey are vastly different from the needs of a three-time Olympian at the apex of his or her career. The principles of quality coaching remain the same, but the manner in which the coach translates those principles into coaching practice will help

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determine whether athletes continue to develop and enjoy their sport experience.

Participation sport and performance sport are the two globally accepted labels to categorize the way in which athletes engage in sport. Participation sport emphasizes involvement and enjoyment, while performance sport focuses more on competition and achievement. Within each of these two broad types of sport engagement there are three subdivisions: These two types of sport engagement and their three subdivisions can be found in the comprehensive sport participation map provided in figure 1.1. Note that the sectors in the map are interconnected.

Athlete development will vary across sports and be unique to each individual. Individual athletes may enter or move through and between the various groups at different stages in their lives. For example, an adolescent performance athlete may decide to transfer to a different sport; that may move him or her into a different sport engagement group.

Coaches are also likely to change from one season to the next. Although some athletes have the same coach accompany them throughout their sport journey, most athletes have to transition to a different coach when they move to a different season or stage of development.4 Because there are so many variables, sporting pathways are individual, context specific and nonlinear. This is why it is so important for each coach to adjust based on the sport engagement group of the athletes and the unique circumstances and settings.

American Development Model The USOPC, in partnership with the NGBs, created the American Development Model (ADM)5 to help Americans realize their full athletic potential and utilize sport as a

Age or stage

Adult participation

Highperformance athletes Performance athletes

Adolescent participation Emerging athletes

Children

FIGURE 4.1 Sport participation map.

Reprinted, by permission, from International Council for Coaching Excellence, the Association of Summer Olympic International Federations, and Leeds Metropolitan University, 2013, International Sport Coaching Framework, Version 1.2 (Champaign, IL: Human Kinetics), 20.

Time and intensity

path toward an active and healthy lifestyle. The ADM was inspired and informed by the principles that underpin the long-term athlete development (LTAD) model,6 which proposed seven stages of athlete development intended to achieve three outcomes (physical literacy, improved performance, and lifelong participation).

The ADM is an evolution of the LTAD model that fits the Team USA coaching context while promoting sustained physical activity, participation in sport and Olympic and Paralympic success (see figure 4.2).

The USOPC and its NGBs embrace the ADM and strive to use it for full benefit to the athletes, coaches, teams, and organizations they represent. In doing so, the USOPC advocates these five principles: 1. Universal access, to create opportunity for all athletes 2. Developmentally appropriate activities that emphasize motor and foundational skills 3. Multisport participation 4. Fun, engaging and progressively challenging atmosphere 5. Quality coaching at all age levels These principles are consistent with research-based recommendations for quality sport experiences in the American sport context. For example, the Project Play initiative in the United States has translated these principles into eight strategies for building a strong foundation of early, positive sport experiences:7 Ask kids what they want 1. Reintroduce free play 4. Think small 2. Encourage sport 5. Design for development sampling 6. Train all coaches 3. Revitalize in-town 7. Emphasize prevention leagues

By promoting these types of strategies and the concepts found in the ADM, the USOPC aspires to keep more children engaged in sport longer, in order to achieve four key outcomes: 1. Grow both the general athlete population and the pool of elite athletes from which future U.S. Olympians and Paralympians are selected 2. Develop fundamental skills that transfer between sports 3. Provide an appropriate avenue to fulfill an individual’s athletic potential 4. Create a generation who loves sport and physical activity and who transfers that passion to the next generation

Developmental Model of Sport Participation A complementary model to LTAD is the developmental model of sport participation (DMSP),8 a model that breaks athlete development into three stages. The DMSP is grounded in the belief that, due to the unique demands of each sport and wide variance in individual athlete development profiles, no specified ages or lengths of time can be associated with each of its three phases.

1. Sampling phase. Athletes take part in multiple sport activities and develop all-around foundational movement skills in an environment characterized by fun and enjoyment. Participation in this phase should not be restricted by skill level, because the goal is to maximize participation and expose athletes to the sport.

2. Specializing phase. Athletes begin to focus on fewer sports, possibly favoring one in particular as training demands increase. Participation opportunities may decrease at this phase, and athletes are typically grouped by skill level.

3. Investment phase. Athletes commit to achieving a high level of performance in a specific sport. This phase

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Deliberate practice (coach directed) highly structured, targetedinstruction, and coach feedback

Free play (athlete directed) unpredictable, creative, and self-regulated

FIGURE 4.3 Balanced approach to developing athletic skill and talent.

Reprinted, by permission, from W. Gilbert, 2017, Coaching better every season: A year-round system for athlete development and program success (Champaign, IL: Human Kinetics), 113.

FIGURE 4.2 American Development Model.

The ADM’s ultimate goal is to create positive experiences for American athletes at every level of sport participation. Sport administrators, coaches and parents who subscribe to the model help to maximize athletes’ abilities to their full potential and improve the health and well-being of future generations in the United States

of athlete sport participation is typically limited to a small group of athletes who are identified as showing promise for high-level performance.

The DMSP phases are intended to provide a general framework for considering how athletes are developing and the type of coach they need as they move through the different phases.

Two points of emphasis in DMSP have important implications for coaching: unstructured play and sport diversification. Although it is clear that a high amount of focused, deliberate practice is needed to become a skilled athlete, research shows that expert athletes grow up in environments that allow for frequent play.9 Deliberate practice is challenging and requires intense focus. If coaches fail to counterbalance such focused practice with opportunities for free play, they place their athletes at increased risk of emotional and physical burnout and overuse injuries. Free play activities are organized and led by the athletes themselves to maximize

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enjoyment and intrinsic motivation. The most beneficial balance between deliberate practice and informal, unstructured free play will vary based on performance level, the point in the competition season and the particular makeup of the team. Coaches who most adeptly provide the proper mix of deliberate practice and free play do the best job of fostering their athletes’ talent development (see figure 4.3).

The DMSP also addresses the issue of early sport specialization by encouraging sport diversification, or sampling. Early sport diversification has proven to lead to longer, more successful involvement in sport.10 Early sport specialization generally fails to help athletes achieve their best performances later in their career, which is the goal of LTAD. Considerable evidence shows that high-performance athletes sample many different sports, as opposed to specializing in just one sport at an early age.11 Most college and Olympic athletes in the United States played multiple sports until high school, and college coaches typically prefer recruiting multisport athletes. Sport sampling is also one of the key recommendations of the International Olympic Committee consensus statement on athlete development.12 Due to the unique competition demands of each sport, there is no common age recommendation for when athletes may need to transition from sport sampling to sport specialization. In sports such as gymnastics (and figure skating), where elite-level performance is commonly achieved at a young age, LTAD timelines obviously require some modification.

Matching Coaching Philosophy to Coaching Context Every coach has distinct strengths, personalities and views based on their own life experiences. These views help

Essential coaching knowledge

Athlete development models

Athletecentered outcomes

USOC Ethics Code for Coaches

Coaching philosophy

Coaching context

FIGURE 4.4 Factors to consider in creating a coaching philosophy.

make up the coach’s coaching philosophy. A coaching philosophy describes how a particular coach approaches his or her role, and it guides everyday coaching decisions and actions.

When coaching in the Team USA coaching context, coaches must ensure that their unique coaching philosophy is aligned with the principles and values that underpin the USOPC QCF. The information presented earlier in this chapter regarding athlete development models and their rationale should be considered when creating and or evaluating a general coaching philosophy.

When coaches move across different stages and phases of the athlete development map, they need to make adjustments to their coaching philosophy. This will ensure they are staying true to an athlete-centered, coachdriven approach that provides athletes with developmentally appropriate instruction and performance support.

The many factors that should influence a coaching philosophy when coaching in the Team USA context are depicted in figure 4.4.

Chapter 4 Takeaway A key component of quality coaching is an understanding of athlete development principles. Quality coaches use knowledge of these principles to adapt their coaching philosophy to the coaching context. The best coaching approach is one that is suitable for the sport experience in which athletes are participating and the athletes’ development needs.

Chapter 4 References 1. United States Olympic & Paralympic Committee. (2015). NGB activation reference guide. Colorado Springs, CO: Author.

2. Côté, J., & Gilbert, W.D. (2009). An integrative definition of coaching effectiveness and expertise. International Journal of Sports Science & Coaching, 4, 307-323.

3. International Council for Coaching Excellence, Association of Summer Olympic Interna- tional Federations, & Leeds Metropolitan University.

(2013). International sport coaching framework (version 1.2). Champaign, IL: Human Kinetics.

4. Bloom, B.S. (ed.). (1985). Developing talent in young people. New York, NY: Ballantine.

5. United States Olympic & Paralympic Committee. (2020). American Development Model. Retrieved from www.teamusa.org/About-theUSOPC/Programs/Coaching- Education/American-Development-Model 6. Balyi, I., Way, R., & Higgs, C. (2013). Long-term athlete development.

Champaign, IL: Human Kinetics.

7. The Aspen Institute. (n.d.). Project Play: The 8 Plays. Retrieved from http:// youthreport. projectplay.us/the-8-plays/introduction 8. Côté, J., & Vierimaa, M. (2014). The developmental model of sport participation: 15 years after its first conceptualization. Science & Sports, 29, S63-S69.

9. Côté, J., Murphy-Mills, J., & Abernethy, B. (2012). The development of skill in sport. In N.J. Hodges & A.M. Williams (Eds.), Skill acquisition in sport: Research, theory, and practice (pp. 269-286). New York, NY: Routledge.

10. Bompa, T., & Carrera, M. (2015). Conditioning for young athletes.

Champaign, IL: Human Kinetics.

11. Gulbin, J.P., Oldenziel, K.E., Weissensteiner, J.R., & Gagne, F. (2010). A look through the rear view mirror: Developmental experiences and insights of high performance athletes. Talent Development & Excellence, 2(2), 149-164.

12. Bergeron, M.F., Mountjoy, M., Armstrong, N., Chia, M., Côté, J., Emery, C., . . . & Engebretsen, L. (2015). International Olympic Committee consensus statement on youth athletic development. British Journal of Sports Medicine, 49, 843-851.

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d n a h t g n e r t S g n i n i a t r n e i P a l M a m i t p O r o f n o i Nutrit g a Pandemic Durin Maintaining Strength and Nutrition for Optimal Performance During a Pandemic

BY JULIANNE PONDELLI, RG

A

s we have been adjusting to the Covid-19 pandemic for over a year, we are still in the middle of so much uncertainty. Most ice rinks across the country remain open. However, there is still the possibility of future shutdowns. This inconsistency can cause additional stress and anxiety for our skaters. If they are not able to participate in the sport they love, they may be worried about maintaining their strength and nutrition while they are off the ice.

Skaters, as athletes, are resilient! Many were able to continue training by replacing ice time with virtual off-ice jumping classes, stretching, and building strength through off-ice conditioning. We know that this works, because progress was certainly made by skaters who put in the effort during last spring’s quarantine.

Athletes can maintain good nutrition by consuming foods that provide high quality protein such as poultry, fish, eggs, lean beef, and low fat dairy. By replacing some carbohydrates with colorful, nutrient dense fruits and vegetables, a skater will still fuel properly despite using less

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energy due to changes in intense training. Reduction in normal portion sizes may also be necessary due to adjusted energy needs.

Even with supplementing with off-ice conditioning, the amount of energy expenditure can be drastically reduced without the hours of cardiovascular activity at the rink.

Weight gain and muscle loss can cause stress for athletes whether they are forced off the ice due to a simple injury or an unprecedented pandemic. If mental health is not prioritized during this time, anxiety can potentially lead to consumption of high calorie foods, binging, or restricting. Disordered eating happens for reasons other than just body image. At times of high anxiety, athletes may feel that eating habits and physical activity are still within their control. Dietary restrictions and excessive physical activity may be unhealthy ways that athletes attempt to cope with their anxiety.

During these times of living in the “new norm” - focusing on nutrition education, self-care, and mental health can help skaters develop themselves into the “whole athlete”.

Here are some tips to share with your skater to maintain and improve physical strength, as well as nutrition.

These will help keep them in optimal shape until they are back on the ice.

Strength

and conditioning

Weight training, plyometrics, stretching, and cardiovascular training are important not only during a pandemic, but should always complement on-ice training.

Figure skaters are susceptible to overuse injuries due to the repetitive nature of the sport, as well as the force of landing doubles, triples, and quads. While not on the ice, skaters can continue to improve their strength, flexibility, and stability through off-ice workouts.

Virtual training

There are many webinars and online platforms such as PSA TV that provide information for both coaches and skaters. This information is accessible to skaters and coaches from around the world who

Fue grai

During mance prortaeiins e n c h n a a y m rfor Pandehemaldtrhaytion icfats normally do not readily have access to it. Utilizing the knowledge that is currently virtually accessible can help to further coaches’ education, as well as introduce skaters to a variety of techniques. These virtual platforms provide a sense of team building and working together to empower the athlete.

Maintaining a routine

Wake up and go to bed at relatively the same time. Stick to a normal workout routine, even if it means just getting your body moving in your bedroom. Eat meals at regular times. It is never a good idea to skip meals, because energy expenditure is lower. Energy intake can be adjusted in small ways. For example, reduce portions of carbohydrates while increasing the intake of vegetables during rest days. Carbohydrates consisting of mainly whole grains, can be reduced by half of the normal portion and supplemented with fruits and vegetables. TeamUSA.org has excellent resources on how to adapt your diet on rest days as opposed to high intensity workout days.

D is naturally occurring in only a few foods such as in the skin of fatty fishes, fish liver oils, egg yolks, and fortified in most milk and cereals.

However, it is the only vitamin that cannot be achieved through the diet only. It is recommended to get 15 minutes of sunlight three days a week for sufficient vitamin D synthesis. Anything longer, remember to put on sunscreen!!

Pre-Fuel meals

Training starts with your pre-fuel meal. Whether you are training in a rink, gym, or your house, remember to fuel before working out.

Pre-training fuel should consist of carbohydrates for energy, and some protein to keep you full with small amounts of fat and fiber to prevent muscle cramps or stitches.

Nourish your body with nutrient dense foods

Keeping your body fed with nourishing foods can help to keep you physically and mentally healthy.

Fruits and vegetables will provide your body with vitamins and minerals that your body needs. Too much sugar or caffeine may trigger anxiety that we may already be feeling during this pandemic. Check

Get some Vitamin D

Train outside if possible. With the days getting longer and the weather getting nicer, this means skaters have the ability to take their training outdoors. This will help to break up the monotony allowing athletes to build their cardio with different running/walking/biking routes all while soaking up vitamin D from the sun. Skaters may be at risk for deficiency since most of their training is in an ice rink. Vitamin D is critical for bone and mineral metabolism as well as calcium absorption. Strong bone development will help prevent injuries. Vitamin

el ins

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energy c a r b o h y d r a t e s e c n a Perform match expenditure

with your local farms or produce companies; many companies began food delivery services that conveniently deliver fresh fruits, vegetables, and essentials that are delicious, nutritious, and cost effective.

Prioritizing mental and emotional health

Encourage skaters to foster a healthy relationship with food. Anxiety can potentially lead to a cycle of mindless snacking and stress eating, binging, or patterns of restrictive eating.

Eating disorders have increased in both athletes and non-athletes around the country in the past year.

Disordered eating is typically about

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maintaining control in situations that are uncertain. The anxiety of whether or not skaters would get back to the ice (be able to land their jumps, have the stamina to complete their program, or compete and test) can potentially have an effect on what they are able to control. If you feel that a skater may be suffering from disordered eating patterns or see dramatic weight loss, refer them to a nutritionist that specializes in eating disorders.

By implementing these simple tips, skaters will be able to maintain healthy strength and nutrition to come back to the ice with optimal athletic performance during a pandemic.

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 MITF 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

CONTINUING EDUCATION REQUIREMENTS

2021-22 Season CER modules are available now! 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.

Accessible in your Member PoPrStAal!

We see you!

T

HE MAY ISSUE OF PS MAGAZINE normally features a synchro photo on the cover and the synchronized skating honor roll celebrating the teams and coaches at sectionals and the U.S. Figure Skating Synchronized Skating Championships. Due to COVID restrictions, synchro teams missed their

qualifying season this year. We would like to take a moment to recognize the athletes and coaches who have had to redefine their synchro season and commend them for coming up with creative ways to stay engaged and prepare to come back even stronger next season.

U.S. FIGURE SKATING

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y y

o o T T r r ea e h h am c c m n n

S S

s s

Adapt Adapt

to a Pandemic Season

Starlights

By Heather Paige, CS

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Miami Senior & Collegiate

2020 STARTED LIKE ANY OTHER YEAR.

Synchro coaches across the country were preparing for sectionals and hoping to qualify for the U.S. Synchro Championships. At the same time, plans for spring tryouts were being put together. Fast forward to March. A global pandemic is declared, and the junior teams were sent home from the Junior World Championships. Shortly after that, the Senior World Championships were cancelled.

Tryout plans were up in the air for teams all across the country and coaches were left trying to make decisions about whether to turn to virtual or delay on-ice tryouts.

What we didn’t know was that this difficult decision was only the beginning of all the uncertainty that would lie ahead. The 2020-21 season was a year of unknowns and defined by how quickly coaches could adapt.

Like many of my fellow synchro coaches, May 2020 left many of us feeling helpless and unsure of how we could adapt and support our athletes. While it may have been an option to simply shut down for the season, many of us dug deep and tried to keep our teams practicing and communicating so the skaters could come back stronger

than ever. My personal motto became “Show up in a way you’ll be proud to look back on.” It may seem simple, but it was far more difficult than it appears.

Virtual programming became the norm. From team meetings and practices, to competitions and collaborations, coaches were forced to look at this new virtual world and try to make sense of it. We had to understand the limitations first and then try to create programming.

We had to answer questions like “How can we possibly create team unity virtually?” At Starlights, we started with small things. Even though kids were practicing at home, we had them wear their hair in buns and wear black. This added to the group dynamic and feeling of connection. We hosted nutrition meetings, and because they were at home, they turned into really fun cooking classes. The unknowns we were facing forced us to be more creative and focus on previously underserved

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PHOTO BY JASON THIESSE PHOTO BY JASON THIESSE

skills. The athletes learned about the benefit of off-ice strength and conditioning, ballet, and even mental training. As the summer months continued some of the rinks began to open up, which created a new level of anxiety for both coaches and athletes.

As summer started and we slowly started to get back to the ice, we began to see the benefits of exercise in helping alleviate the skaters’ feelings of depression and anxiety that were associated with the unknowns of the pandemic. It felt so good for all of us to be back on the ice and it didn’t matter that we couldn’t connect and learn new synchro elements. Many teams across the country were trying different things to teach our skaters synchro elements. For example, in Rochester, MI, Onyx Infinity Director Helene Wolf used hula hoops to keep her Synchro Skills Team separated but still “connected”.

Here in Chicago with the Starlights, we reinforced pool noodles with pvc pipes to help teach the concept of tension in a line. Team huddles were replaced with cones that were used to make sure the skaters understood what 6 feet apart actually looked like. Practices were everything but normal. At Miami University, Head Coach Carla DeGirolamo worked with the athletes to develop an online training library. “In this shared drive, we posted on and off-ice training plans, suggested extra training resources, informational articles and instructional videos. We also posted current team training videos for skaters to review and refer back to. This is

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absolutely something we will be continuing moving forward.” Needless to say, synchro coaches got creative in many new ways.

As we approached our competitive season, it became clear that in-person events were not going to be possible, and once again we turned to virtual. Virtual competitions filled a void for those teams that were able to connect and create programs but had no opportunities to perform. The rules varied across the country and teams did their best navigating restrictions. Not only were there constraints from local governments and rinks, but also from certain parents. Managing a team of parents with different comfort levels and expectations became a whole new skillset for synchro coaches.

All in all, there was plenty to take away from this season, “The one with the pandemic”. Just because our teams didn’t compete, doesn’t mean they didn’t learn anything.

They learned about so much more than skating. Carla said it best: “I think we have all gained an even greater appreciation for the sport and the opportunity to do what we love every day.” As always, synchro coaches across the country will continue to support our skaters’ wellbeing and future success. All of the new strategies we’ve put in place have ensured that our athletes will be mentally and physically ready to compete when the time comes. In the meantime, we will continue coming up with creative strategies that keep us moving forward.

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

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.

Scholarship Recipients

By Patrick O’Neil The PS Foundation is proud to assist coaches and performing skaters with educational scholarship opportunities and at times when Streaming: Sunday, May 23, 2021 they find themselves in financial need due Watch: Register at skatepsa.com to illness or disability. We appreciate your to receive the viewing link and be continued support of our mission. entered into a prize drawing.

This year, the Foundation has awarded five Walter and Irene Muelbronner Scholarships (WIM) and one David Shulman Leadership Scholarship. Additionally, the Foundation has provided over seven thousand dollars in assistance from our COVID-19 Relief Fund.

The Foundation is proud to support the coaching community and, while we look for donations from many places, we depend directly upon the generosity of the same coaching community that The Foundation seeks to support. If you or your business currently support The Foundation, THANK YOU! Your colleagues are grateful for the donation, no matter the dollar amount. If you have never made a donation to The Foundation, please consider doing so. Reaching into your local skating community and ice rinks to ask them to support our mission is another way skating coaches can contribute to The Foundation. Perhaps your club would like to donate to The Foundation? All donations go directly back to our educational programs and are tax deductible.

Congratulations to all who have received educational scholarships from the Foundation.

David Shulman Leadership Scholarship Alyssa Craig Walter and Irene Muehlbronner Scholarship: Alyssa Craig Tara Lorenz Michelle Goodnetter Caroline Nickerson

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!

Jennifer Rubin

The US. Open Professional Figure Skating Championships will be held virtually on Sunday, May 23 at 7pm Central Time. You can purchase a ticket for the viewing link online in the PSA Store for $10.00. Your donation goes directly to The Foundation and you will automatically be entered to win a free 2022 Summit registration.

The objective of the championship strives to promote professional figure skating as an athletic as well as an artistic event. It provides quality, wholesome entertainment for the entire family. While other professional competitions include skaters by invitation only, the U.S. Open gives all professional skaters a chance to perform and compete.

The 2021 Virtual U.S. Open 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 selectin, choreography, style and technique. Programs will focus on entertainment rather than technical skill.

The four winners will be revealed at the Live Virtual Awards Presentation at the conclusion of the Live Virtual Awards Presentation on May 23, 2021. The Grand Champion will be presented with a beautiful award plus a cash prize of $2,500 USD. Three other special awards will be determined by our judging panel along with a cash prize of $1,000 USD each.

The Grand Champion will also be given the opportunity to perform with Ice Theatre of New York (ITNY) at a date and time to be determined.

Thank you for your continued support of The PS Foundation.

A Community that Cares 36

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l There's stil

time to ! register

May 24-28, 2021

2021 PSA

The 2021 Summit will be a virtual event incorporating live and pre-recorded 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

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Tip of the Week

Janet Champion's

Spins

View more tips on PSA TV!

B Y T E R R I M I L N E R TA R Q U I N I

S

pins all start somewhere… and they should finish close to that same spot.

In figure skating, that’s known as “centering.”

Skaters were experimenting with spins as early as the 1850s, with the crossfoot spin included in the Philadelphia Skating Club and Humane Society’s repertoire of club figures in the 1860s. However, it wasn’t until the 1930s when a momentous advancement to skating was agreed upon by elite coaches of the time, including legends Jacques Gerschwiler, Gustave Lussi and Willie Frick: Spins should be centered and not travel.

Gerschwiler was quoted as theorizing “that the rotation in the spin comes from the check of the forward movement by the marked turning of the body, and that when a spin is not centered, that is to say when the skater is travelling as opposed to remaining in one place, it is because this forward movement has not been sufficiently checked.”

Ninety years later and coaches are still looking for ideas to teach their skaters the crucial concept of centering.

“The best print on the entry edge on all of your spins is shaped like half of a valentine heart,” Janet Champion said in a PSA Tip of the Week on PSA TV, demonstrating by starting on a hockey line, curving out and returning to the line to complete the half-heart shape.

Getting the outside edge to curve in is imperative in a skater’s ability to successfully center a spin.

“The edge has to deepen just before the point of the three-turn,” Champion said. “You have to lean in and then keep increasing your knee bend until you get to the spin.”

Champion has coached at the Broadmoor World Arena since 1987, when she moved there to join Carlo Fassi’s coaching team. Master rated in free skating, figures, moves in the field and group instruction, she was inducted into the PSA Hall of Fame in 2012 and has earned a reputation as a top spin instructor, having been the spins specialist for several world and Olympic competitors.

“A spin requires the conversion of forward momentum into rotational force,” Champion wrote in an issue of PS Magazine. “To achieve this, the entry edge of a spin must be a curve whose diameter diminishes as it approaches the three-turn. Examining the print on the ice can be a major help to clue the teacher in on mistakes and to assist the student in understanding good spin technique.”

Champion’s PSA TV video has another recommendation

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to help a skater achieve a correct spin entrance.

“Also, spotting your head where the edge started really helps you center your spin,” she said.

This is not the repeated spotting of dancers, but rather a momentary spot.

“I’m going to look straight forward here,” Champion said, skating the half-heart entrance edge, “but, when I hook my spin, I’m going to drop my head to the right and look (spot) where the spin started.”

Standing on the hockey line where the skater begins the entrance edge is an effective way for the skater to understand where they need to be looking when they go to hook the three-turn that triggers the spin.

“A good tip, I think, is I stand here (on the line),” Champion said. “Then I have my skater do the (entrance edge of the) spin and then, as they start spinning, they have to see me.”

While dancer’s heads stay in the same place and their body turns until their head whips around and finds the same spot to look at, skaters rotate much too fast to spot through a spin. However, one good spot could go a long way in setting up a spin for success.

“It’s only one time you spot your head and then you let it go,” Champion said. “But keeping your head to the right helps with converting forward momentum into angular momentum.”

For more Tips of the Week, please go to skatepsa.com and click on the PSA TV tab in the banner.

PSA TV is an on-demand video library of educational content with free content, videos for purchase, or subscribe for $4.99/month to access the full catalog.

BEST BUSINESS PRACTICES

How to Tell Right From Wrong: Three Rules for Every Situation S U B M I T T E D O N B E H A L F O F T H E C O M M I T T E E O N P R O F E S S I O N A L S TA N D A R D S

BY LEAH GOLDRICK

“R

eally?”, you ask. Is it possible to tell right from wrong and to easily figure out how best to treat other people in every situation? Yes, it is, and I’m about to show you how.

It turns out that there are three important rules we can always use to do right by others: The Silver Rule, the Golden Rule, and the Platinum Rule. These three rules are applicable regardless of our politics, religion or culture.

These moral rules also have broad support across cultures and throughout history. Let’s discuss the Silver, Golden, and Platinum Rules, and how they can easily be applied to tell right from wrong when it comes to our choices and actions.

The Silver Rule The first rule for telling right from wrong in our dealings with other people is the Silver Rule. It is essentially the inverse of the Golden Rule (which I will get to next.)

Basically, we shouldn’t do to anyone what we wouldn’t want done to us.

The Silver Rule dates to antiquity and variations of it can be found in Hindu, Buddhist, and other religious texts. The Silver Rules also appears in the writings of the Stoic philosopher Epictetus from around 150CE. He writes: “What you shun enduring yourself, attempt not to impose on others.” [1] Thomas Hobbes, writing in the 17th Century, also described the Silver Rule in his book Leviathan: “Do not that to another, which thou wouldst not have done to thy selfe.” [2] To use the Silver Rule, we must consider whether we are doing something that we would not want done to us. For example, if we would not enjoy being harmed or defrauded in some way, we should not do anything that harms or defrauds others. We should not take any actions that we wouldn’t like to be on the receiving end of if the roles were reversed. This seems pretty straightforward.

The Silver Rule is important for being able to tell right from wrong, since applying it forces us to consider the potential consequences of our actions from someone else’s point of view.

On its own, however, the Silver Rule is less powerful than the Golden Rule because it only forces us to consider

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our actions, but not our inaction, which can also sometimes be potentially harmful, for example, if we fail to protect someone who is being attacked or we refuse to speak up about something that we feel to be wrong.

The Golden Rule Many of us are familiar with the Golden Rule that goes something like this: do to others what you would have them do to you. We rightly associate the Golden Rule with Christianity because it is so integral to Jesus’ teachings, but some variants of the Golden Rule predate Christianity, and still others are found in diverse cultures and religions: “We should conduct ourselves toward others as we would have them act toward us.” – Aristotle, Greece (circa 350 BC) “No one of you is a believer until he desires for his brother that which he desires for himself.” (Islam) [3] The Golden Rule boils down to treating other people the way that we would like to be treated. This includes not only refraining from harmful actions as with the Silver Rule, but also helping others who need it (in a situation when we would like to be helped if the roles were reversed). This where the Golden Rule transcends the Silver Rule in term of applicability. It is simple and powerful.

The Golden Rule is great for telling right from wrong, but a dilemma can present itself if other people do not always want us to treat them the same way as we would like to be treated. If we refine the Golden Rule even further, we get a third and even more powerful moral concept, the Platinum Rule.

The Platinum Rule The third and last rule for determining right from wrong is the Platinum Rule. To follow it, we must treat others how they would like to be treated. The Platinum Rules does require due diligence on our part. There is some risk of hurting someone when we act without knowing what a person would want. So, the Platinum Rule requires taking the time stop and think, or to find out more about how a specific person would ideally want to be treated before we act.

Although he does not call it the Platinum Rule, extensive support for this same principle can be found in the book The Zombies: On Morality, by Josh Bachyinski. [4] The Platinum Rule is about maximizing what is good and ideal for each person. For example, if a vegetarian guest is coming to dinner at our house, we should serve them meatless fare because that is what they would want.

If we apply only the Golden Rule to this situation, we might end up serving our vegetarian guest steak because we would want steak served to us. We fail to consider their needs even though our intentions are good.

The Platinum Rule is even more powerful than the Silver and Golden Rules because it forces us to actually find out how someone else wants to be treated in reality, not just based on our assumptions, even if we have the best intentions.

Putting It All Together Putting the Silver, Golden and Platinum Rules together provides us with an extremely practical moral framework.

The next time we are confused about whether we should be doing something to someone, we must ask these three questions: 1.) Would I not want this done to me? (Silver Rule) 2.) Would I like to be treated this way? (Golden Rule) 3.) How would this person ideally want to be treated?

(Platinum Rule) By applying the Silver, Golden and Platinum Rules, it should now be easy to figure out if an action is right or wrong in just about every situation we may encounter in everyday life.

References: 1.https://effectiviology.com/golden-rule/ 2.https://medium.com/@linkdaniel/leviathan-an-introduction-to-thomashobbes-33029a500957 3.https://effectiviology.com/golden-rule/ 4.http://www.thezombiesbook.com/ Reprinted with Permission from the Author Leah Goldrick is a librarian, freelance writer, and editor. She holds degress in philosophy, history, and library science from Rutgers University. Her website is Common Sense Ethics and she runs a YouTube channel of the same name.

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