Drop In To Skateboarding Manual by T Smith

Foreword The Skaters for Public Skateparks (SPS) Drop In Instructor Accreditation was created to promote skateboarding as a positive lifelong activity and to serve as a resource for facilitating school and community skateboarding programs safely. Skateboarding and skateparks are essential elements of the “New P.E.” movement and are serving as important tools in the fight against childhood obesity as they help promote an active living lifestyle. The creative and progressive elements of skateboarding naturally teach students the importance of setting and achieving their own goals as they build confidence and the types of skills crucial to success in life.

Instructor Training and Accreditation Program Delivering a formalized instructional training and accreditation program helps to fill an educational void and meet community needs in a variety of public skatepark settings. By offering an affordable and academically based training model to municipalities and non-profits, SPS seeks to help build confidence in skateboarding programs by promoting safe practices when teaching skateboarding and provide a variety of tools for maintaining a responsible skatepark environment. The immediate goal of this program is to provide you and your agency assistance and training to confidently launch and maintain skateboarding classes and workshops in your community. Youth need little incentive to begin skateboarding but the first few weeks on a board can be the most formative and most vulnerable to risk. By teaching skateboarding with an emphasis on safety, you will play an important role in guiding the student through the most challenging and riskiest of phases. Short-term Goals • Instill instructor confidence through training, education, and demonstration. • Prepare the instructor for teaching skateboarding with an emphasis on safety and conscientious decision-making while reducing risk. • Offer the hosting agency an opportunity to include skateboarding in their recreational programming with confidence and excitement.

Foreword We know that an active lifestyle is critical for our collective health. Skateboarding is one of the few activities that youth are drawn to without encouragement. Because of its popularity, skateboarding can be a key component in a person's active lifestyle. We see skating as a powerful tool in improving public health and fighting obesity. Skateboarding also has its "dark side." Stereotypes and misunderstandings continue to depict this simple activity as somehow detrimental to our social health. Skateboarding instruction and guidance can play an important role in reversing these opinions and present skateboarding as a viable, healthy choice for our youth. Long-term Goals • Increase skateboarding participation by promoting public skateparks and skateboarding as a healthy and positive physical activity. • Minimize risk of injury by teaching skateboarding fundamentals with techniques that emphasize safety in a controlled environment. • Foster a positive park environment by teaching skatepark “etiquette” and working to build a sense of community and ownership as skaters learn to take responsibility for the success of their local skatepark. • Promote healthy lifestyles and habits by encouraging students to become lifelong learners and adopt a physical activity they can enjoy throughout their lives. • Engage hesitant students and hard-to-reach demographics in park activities and programming. • Increase revenue and meet community needs by providing safe instruction and programming for novice skaters. • Create partnerships and sponsorships by encouraging support from community groups, businesses, and other agencies. • Provide a calming effect on the skatepark environment by introducing programming to an often disenfranchised segment of youth.

Table of Contents Orientation Teaching Skateboarding Equipment Head and Joint Protection Class Structures Foundation Classes Fundamentals Classes Expertise Classes Programming Formats Etiquette and Safety Promoting Safety and Managing Risk Techniques for Hands-On Lessons Pre-Lesson Checklist Student Warm-up Activity 1: Stretching

6 8 11 12 14 15 16 17 18 21 21 23 25 27 28

Class 1: Foundation Purpose Activity 1: Bailing Out and Failling Properly Activity 2: Skateboard Orientation Activity 3: Navigating the Skateboard Class Closure

30 32 33 36 38 42

Class 2: Fundamentals Purpose Activity 1: Skatepark Traffic and "Flow" Teaching Skatepark Skills Lesson Closure

46 48 50 52 62

Class 3: Expertise Purpose Judging Skill Levels Instructing Advanced Skateboarders Six Categories of Skateboard Tricks Closing

64 66 66 67 68 69

Appendix

Orientation In this chapter:

Teaching Skateboarding

Equipment

Head and Joint Protection

Class Structures

Foundation Classes

Fundamentals Classes

Expertise Classes

Programming Formats

Etiquette and Safety

Promoting Safety and Managing Risk

Techniques for Hands-On Lessons

Pre-Lesson Checklist

Student Warm-up

Activity 1: Stretching

Orientation Teaching Skateboarding Skateboarding education and teaching fundamentals correctly are the keys to creating the safest skateboarding experience possible. Skateboarding is a positive and healthy activity that is as safe,â&#x20AC;&#x201D;or even saferâ&#x20AC;&#x201D;than many common physical sports activities. Studies indicate that 1/3 of all skateboarding injuries occur in a beginning skaterâ&#x20AC;&#x2122;s first weeks of practice. When injuries do occur in experienced skaters it is most commonly attributed to inconsistencies and irregular riding surfaces. The majority of skatepark-related studies also conclude that skateparks are a much safer environment for skaters to practice their craft than on the streets or in backyards, (Kyle et al. 2002). From analyzing the accepted research and data it is only logical to deduce that when taught properly in a controlled environment the majority of skateboarding injuries are preventable.

Most students will have specific ideas about what they want to learn but very little sense of how to approach those goals safely.

Orientation Instructor Qualifications

A common misperception is that a skateboarding instructor must be a dynamic skater with the ability to perform limitless tricks and maneuvers. In reality, the skateboarding instructor needs only to be proficient at the level of skateboarding they are actually teaching as the real emphasis on proficiency lies in the domain of instruction rather than with the physical skills of the instructor. Teaching fundamental skateboarding requires that the instructor be skilled both on and off the skateboard. Integral to the process of skateboarding instruction is working to instill a strong level of confidence in aspiring skaters and teaching them how to properly evaluate their own abilities before they attempt new maneuvers or skills. Positive reinforcement, safe instructional practices, and mentoring skills prove to be much more valuable assets in the field of skateboarding instruction than the amount of tricks an instructor can personally demonstrate. As with any discipline or activity, self-confidence is the key to success in skateboarding. The skill level and abilities of a skater can be seriously compromised if that skater is scared or intimidated when attempting to acquire a new skill. Fears often lead to hesitation and commonly result in falls. Skateboarders need to be confident enough to make on the spot judgments and calculations when deciding whether or not to follow through with a maneuver if something unexpected happens. Teaching aspiring skaters how to better understand their own abilities and limitations as they learn new tricks and take calculated risks is the most important skill a skateboard instructor can teach. A basic proficiency in navigating a skateboard is generally the only physical skill needed for teaching fundamental skateboard lessons. Instructors should never attempt to coach or train skaters in any areas beyond their own ability levels. Ideal instructors will have an in depth knowledge of skateboarding culture and experience in instruction or working with children. They must have the ability to quickly respond to accidents and emergencies and be knowledgeable of all skatepark rules and policies. The qualified instructor will supervise skaters carefully and work to prevent injuries or other incidents.

Orientation Instructional Roles

It is strongly recommended that skatepark instructors be trained in the basics of first aid, CPR, and know the established response plan of your organization for dealing with injuries and incidents. Instructors and counselors work closest with students in a skateboarding lesson and are primarily responsible for making sure that participants skate within their own ability levels. An instructor’s own skateboarding skills can vary greatly relative to the skill level of the students and the intended goals of a particular lesson. The vast majority of formalized skateboarding instruction will take place at a fundamental level, and the skills taught in these lessons are generally second-nature to most proficient skateboarders. During fundamental lessons the most important aspects of coaching are found in the instructional and personal skills of the instructor. The instructor will provide encouragement, techniques for achieving the goal safely, and observations for the student on practices that may be holding him or her back.

In a skateboarding lesson an instructor must stay alert and pay attention to a student’s actions and mannerisms in order to evaluate their ability and confidence levels when perfecting new skills. Learning to evaluate a skater’s mannerisms and actions when skating is a skill that can only be learned from experience. Whenever possible pair new instructors with seasoned veterans and have them observe or “shadow” lessons before attempting to coach on their own.

Orientation Equipment The aspiring skater needs a quality skateboard, helmet, tennis shoes, comfortable clothes, and possibly extra safety equipment. If hydration is not available on site, skaters or the instructor should supply bottled water.

The Skateboard

When skateboarding in skateparks, or on any terrain other than flat ground, a quality skateboard is essential. A poorly manufactured skateboard will work against the student's efforts and may contribute to a frustrating and unrewarding experience. Quite commonly toy skateboards have wheels made of plastic and are actually designed to roll slowly. Plastic, or incorrectly designed trucks will not turn properly and may introduce irregularities while in use. These types of skateboards may be safe when used as toys but are not suitable for active skateboarding in a skatepark environment or as a form of transportation. Most skate shops typically sell beginner completes for around one hundred dollars. A quality skateboard deck is generally made of maple veneers and covered on the top with â&#x20AC;&#x153;grip tapeâ&#x20AC;? in order to provide traction. Trucks, (the axle assemblies), should be made from metal and the wheels made from a quality urethane. A reputable skate shop will be happy to assist students when choosing an inexpensive beginner board. Students may arrive with second-hand boards that are worn and out of tune. Wheels should spin freely and evenly. The wheel, when gripped, should have just a little play and should not be too tight on the axle. The bushings should not be bulging or cracked. The board should be free of large chips and the grip tape should cover the top of the deck to the outer edge. Be alert to boards that look as if they have been left outside in the weather for extended periods of time.

Orientation Footwear

Shoes designed specifically for skateboarding are recommended but are not required. Sandals, boots, hard-soled and open-toed shoes create a safety hazard and should never be worn when skating. Skateboarding barefoot is also dangerous and not recommended for skateboarding in any situation. Skaters should never enter a skatepark or begin a lesson without wearing safe and proper fitting athletic shoes. The shoes should be in reasonable shape with no dangling bits that can get trapped under a rolling wheel.

Head and Joint Protection The proper use of safety equipment is an important tool in helping prevent injuries during spills. All skateboard helmets and â&#x20AC;&#x153;padsâ&#x20AC;? worn by participants should be specifically designed for skateboarding use. Inferior or low-quality equipment can introduce unnecessary risk if skaters are relying on the equipment to perform properly. If you have questions check with your local skateboarding specialty shop to make sure the safety gear you choose is designed properly. As a general rule, joint protection should be fitted with a hard plastic cap, grip the joint firmly enough to not slip, (but not so tight as to restrict movement), and be comfortable and not distracting to the skater. Before beginning skaters even attempt to ride their skateboards or use safety equipment they must always practice falling and â&#x20AC;&#x153;bailing out."

Helmets

Helmets are recommended for all types of skateboarding and should always be worn when riding in a skatepark. Helmets are the best way to prevent serious or life-threatening injuries from skateboarding falls. It is recommended that helmets always be required for all participants and instructors at any level of skateboarding instruction. Check to make sure that helmets used in a lesson are designed for skateboarding use and fit skaters properly. Helmets should be comfortable, yet fit skaters snugly without wobbling from front-to-back or side-toside. Single-impact bicycle helmets are not recommended. The hard-shell multiimpact variety, CPSC-certified helmets are recommended. Those manufactured by a recognized skateboarding helmet company will also help reduce any stigma that can sometimes accompany skating while wearing a helmet.

Orientation Pads

Pads are recommended but may not always be required. There are three common joints to protect; knees, elbows, and wrists. Kneepads are preferred for riding larger bowl-like obstacles like halfpipes and pools. Elbow pads and wrist guards can be utilized when skateboarding almost anywhere but should never be relied upon by skaters to break their falls. Relying on padding to break falls can create bad habits if skaters routinely use their hands to catch themselves from falling. The wrist injuries most common among novice skaters are typically the result of stopping a fall with oneâ&#x20AC;&#x2122;s hands. Beginning skaters need to learn to fall properly by absorbing the impact with their entire body rather than with isolated extremities like knees, elbows, and wrists. Before beginning skaters even attempt to ride their skateboards or use safety equipment they should always practice falling and bailing out first. Often a parent or guardian will want their child to wear extra protective gear that may not necessarily be required or mandated by skatepark rules or policies. It is a good practice to ask parents before a lesson if they have any personal rules or requirements for safety gear, and ensure that students follow these personal rules regardless of skatepark policy.

For beginners, pads will prevent scraps and small bruises. A helmet is the most critical piece of personal protection.

Orientation Class Structures Skateboarding classes have tremendous flexibility and can be conducted in a number of different settings, structures and formats. Although skateboarding lends itself to a variety of scenarios, ideal settings will give beginners a safe place to learn skills free of distraction, while the more advanced classes keep kids engaged and challenged. As every skatepark is unique, so are the changing dynamics of skateboarding classes based on proficiency and settings. Outlined below are recommendations for scheduling and conducting skateboarding classes and programming. Skaters for Public Skateparks' Drop In Skateboarding Instructor Accreditation provides structure for three tiers of skateboarding instruction. In practice, skateboarding is a individualistic exercise where each student will excel, (or struggle), with different skills. The Foundation, Fundamentals and Expertise structure is a reasonable presentation for athletic programmers. In the field, different skaters will blur the lines between these delineations.

Class / Format

Prerequisite

Duration

Foundation

Novice

1—2 hr

1—4

Any large, flat space

Fundamentals

Beginner

1—2 hr

1—4

Any large, flat space

1—6 hr 1—5

12 +

Expertise

Intermediate

Per Week

Total Hours*

Location

Skatepark

Free Skate

Intermediate

1—6 hr

any

Skatepark

Workshop

Beginner

1—2 hr

1—2

As appropriate to topic

Drop In Lessons

Beginner

1—3 hr

any

Skatepark

Skate Camps

Intermediate

4 hr +

any

Skatepark

Skatepark Tours

Intermediate

4 hr +

4 +

Skatepark(s)

Orientation Foundation Classes (Novice) Foundation classes can be held most anywhere that there is flat area free of traffic and with a suitable surface. The area should have at least 100 square feet (about the size of a basketball court) of unobstructed surface for students to learn skills and stop safely. Skateparks with beginner areas or large areas of flat ground can provide the best surface but a smooth flat area free of distractions for anxious learners may be the most ideal place for instruction. Unused tennis and basketball courts are excellent alternatives when a suitable skatepark is unavilable. When conducting lessons in a skatepark work to schedule classes during off-peak hours like early mornings or evenings.

Characteristics of Foundation Classes

Foundation classes lend themselves to more formal structure as students must GOAL learn all of the foundational skills in order to skate safely. Although students in these classes may progress at different rates, all students can work on Expertise improving and perfecting the same essential skills. Students are ready to move GOAL riding onto learning fundamental skatepark skills when they feel confident their skateboards and can perform the all of the essential skills taught in the Fundamentals Fundamental Class.

Class Duration and Frequency

GOAL

Foundationin the same activity for prolonged periods It is difficult to keep students engaged of time. Foundation classes are best scheduled in one- to two-hour sessions, daily or weekly. After approximately 4-8 hours of instruction many students may be ready to begin learning fundamental skills.

Sample Description

Curious about skateboarding but don't know where to begin? Learn about skateboarding basics in our Beginning Skateboarding classes. You'll pick up fundamental techniques in a safe, controlled environment with experienced educators.

Foundation

Foundation classes teach the most rudimentary skateboarding skills.

Orientation FundamentalGOAL Classes (Beginner) Expertise Fundamental classes teach students the skills needed to navigate skateparks GOAL and obstacles safely and so they can begin learning more advanced tricks. While there are many challenging tricks that can be practiced on flat, open ground,Fundamentals most students will want to apply their skills to transitions, banks, and other skatepark features. IfGOAL you are considering conducting fundamental or more advanced classes at a school or community center without this terrain you Foundation will want to acquire some common skateboarding obstacles like quarter pipes, “kicker ramps,” or a “flat bar.”

Characteristics of Fundamental Classes

Fundamental classes build on foundational skills and introduce the student to techniques that can be applied to trick-skating. These classes can be partnered with supervised periods of “free skating” where students can skate the park at an unstructured pace and interact with other skaters and the instructor at their leisure. Goal-setting strategies can help the instructor to customize instruction and focus on students’ needs and interests.

Class Duration and Frequency

Students ready for Fundamental class will often be more focused and disciplined than first-timers. This class is most effective when taught in one-hour of instruction and a second hour for "free skate." Fundamental classes may be Foundation scheduled daily or weekly. Full mastery should be demonstrated by those wishing to move on to the Advanced class. Student mastery should be evaluated by the instructor on an individual basis.

Sample Description

Fundamentals

Fundamentals classes provide the building blocks for trick skateboarding.

Expertise

Build on your basic skateboarding skills with an accredited skateboarding instructor. You'll build confidence navigating the skatepark and develop the basic skills for learning advanced tricks.

GOAL Expertise

Fundamentals

GOAL

Orientation GOAL

Foundation

Expertise Classes (Intermediate to Advanced) Expertise classes should be held in a skatepark with terrain appropriate to the interests of the students. A skatepark with a variety of terrain styles and sizes is best. Most students skating at an intermediate to advanced level will require minimal coaching or instruction; the instructor should be attentive to safety issues and fundamental techniques. It is recommended that Expertise classes be scheduled at a skatepark during off-peak hours to reduce distractions and provide the most uncontested access to the terrain. Foundation

Scheduling Expertise Classes

Advanced skateboarding instruction is a fluid process. Keeping students progressing while skating safely can be a delicate balance. Students must have an understanding of their own abilities and use best judgment while taking calculated risks. The biggest part of the instructorâ&#x20AC;&#x2122;s job at this level is keeping kids skating safely, yet challenged, while encouraging them to strengthen weak areas or learn new skills. Consider breaking students into groups and rotating them through different sections of the skatepark in order to encourage students to work on different skills and become more well-rounded skaters. Fundamentals Class Duration and Frequency

Students ready for advanced instruction should have confidence in their ability to challenge themselves appropriately. Weekly classes are generally sufficient to provide the input, structure, and goal-setting. Most students at this level of skating will continue to practice and develop skills between classes.

Sample Description

Take your skateboarding further with our advanced skateboarding class. You'll improve your basic skateboarding skills to master the tricks you see in magazines and videos.

Expertise

Expertise classes build on basic skills and open up the advanced forms of trick skateboarding.

Orientation Skateboard Programming Formats Supervised Free Skate

“Free Skate” is unstructured skateboarding time under the supervision and guidance of skateboarding Instructor. The duration of “free skate” can vary from as short as 15 minutes (in a lesson) to all day. Although it is important to give beginners time to skate independently, this class format is best suited for intermediate to advanced skills as students will working individually on skills or tricks. The instructor’s role is to ensure skaters are skating safely and under control while offering advice and tips. Depending on the type of skatepark, (private, public, etc.), this may take place during all open park hours or during designated times. It is important to embed “free skate” time into camps and lessons and give students a chance to explore the park, share ideas with other students and work on skills independently.

Workshops

Workshops are generally free and offered to the public in an outreach effort to educate new users and promote a positive skatepark atmosphere. Workshops typically focus on a singular aspect of skateboarding. They can teach important lessons on skatepark safety, skateboard maintenance, rules of etiquette, skatepark stewardship, and even short lessons on essential skills or a particular trick. A great strategy is to partner workshops with outreach groups like “Trauma Nurses Talk Tough” and offer incentives like free helmets for attendees. Workshops can be conducted at the skatepark as well as community centers or public schools.

Drop In Lessons

Drop in lessons are scheduled times (generally 1-3 hours) when an instructor is at the skatepark and available for teaching skaters a variety of skills and helping beginners with basic techniques. Drop in lessons are usually free. They differ from “free skate” in that the instructor will tend to engage in individual needs for short periods rather than working with the larger group of skatepark users. Depending on demand and popularity you may consider scheduling multiple instructors for these lessons.

Skateboarding Classes

Skateboarding classes use structured formats and are taught at the beginner level. (Refer to Foundations and Fundamentals Lesson Plans.) Skateboarding classes are best scheduled in one- to two-hour time periods daily, bi-weekly, or weekly. Generally beginner lessons will total four to six hours of instructional time. Classes should be taught at a skatepark or school or community center

Orientation that has a safe, traffic-free surface. Classes are a great way for newcomers to try skateboarding with guidance before deciding to invest more time in the hobby or instruction requiring more commitment such as skateboarding camps. Skateboarding classes typically offer the highest degree of one-on-one instruction.

Skateboarding Camps

Skateboarding camps take place at skateparks and are most commonly scheduled weekly in half-day or day-long durations. Many commercial skateboarding camps take place in a traditional camp setting with skaters staying overnight in an environment surrounded with skateboarding facilities and activities. Skateboarding camps will incorporate a number of different programming structures including workshops, classes, skatepark tours, and plenty of time for free skate. To keep skaters engaged, provide a variety of activities and mini-lessons on park terrain or particular skills. Mini-lessons might include skateboard maintenance, a flat-rail clinic, free skate, and traditional skateboarding games like S.K.A.T.E and Add-a-Trick. Donâ&#x20AC;&#x2122;t be afraid to take advantage non-skateboarding activities like swimming or traditional group games like dodgeball to add variety to the day. Providing incentives like gear from local sponsors or skateboard companies for meeting goals are typical in camp formats. A local skate shop might provide a â&#x20AC;&#x153;teamâ&#x20AC;? to promote the shop, skate with the kids, and demonstrate a high level of skating. Creating partnerships with the local shops is a great way to promote programs and receive donations from skateboarding companies as they value their accounts with the specialty retailers.

Skatepark Tours

Skatepark tours work best with intermediate and advanced students as they will be exposed to new and often intimidating terrain. Tours provide an opportunity for local youth to ride skateparks outside their neighborhood or region. Skatepark tours can be offered independently as a programming option or incorporated into other formats like camps. It is common for recreation departments without public skateparks to partner with a private skateboarding facility to provide educational opportunities. When scheduling tours outside of the area always check with the scheduling agency responsible for that facility that the park will be available on the day of your arrival. It is good practice to keep tour groups to 15 participants or less to minimize impact on the skatepark and prevent overcrowding. You should supply at least two instructors while conducting tours in case of an injury or unexpected emergency.

Orientation Skatepark Etiquette and Safety “Skatepark etiquette” is a catch-all term referring to safe practices and protocol in the skatepark environment. Skateparks are often crowded and have unwritten rules and customs that will not be obvious to the casual observer or novice skateboarder. The rules of skatepark etiquette include knowing where not to stand or sit, understanding the natural “flow” of traffic within the space, and knowing when it is your turn to enter the most active areas of the park. Novice skateboarders are often expected to participate in a crowded skatepark without being given a chance to get their feet wet first. Teaching beginning skaters the basic rules of skatepark etiquette before they enter a crowded skatepark environment will help to reduce collisions and injuries in a skatepark before they can occur and prepare the novice for a positive first-time experience. Instructors should utilize the ten basic rules for skateboarding etiquette in order to help aspiring skaters learn the hidden rules of skatepark use. Incorporate the rules of skatepark etiquette into your skatepark lessons to establish habits that are aligned with what they will encounter outside of a “classroom” situation. Your organization may want to consider listing rules of etiquette with skatepark signage or including them with skatepark waivers and paperwork.

Promoting Safety and Managing Risk Before students arrive inspect the riding surface of the skatepark and the skateboarding equipment for hazards. The riding surface should be a flat area within the skatepark or any other smooth pavement free of pedestrian and automobile traffic. Clear the area of debris and be vigilant about removing any small pebbles and twigs that might be in the area. Ideal surfaces are basketball and tennis courts or unused parking lots. Smooth asphalt, (black or gray porous surface), may be adequate but finished concrete, (light gray), will provide the safest and most consistent surface. *Gymnasium floors can also provide excellent surfaces for beginner lessons. Beginner lessons generally do not create enough impact on the surface to cause damage. If your organization is considering higher impact or advanced skating you may want to consider acquiring special skateboards designed for indoor “court” use.

Orientation Skateboarding Hazards

Skateboarding is an inherently risky activity. There is no way to eliminate risk completely. Because most skateboarding injuries occur during a participant's first week of the activity, by teaching good technique and safety maneuvers immediately one can drastically reduce the risk associated with first-time skaters. Novices tend to injur themselves in similar ways. It is important to encourage habits away from practices that lead to these injuries. Beginning skaters have no experience understanding the maneuvers and postures that produce spills, and when they do fall the beginning skater is inexperienced in reflexively protecting themselves correctly. â&#x20AC;˘ Falling and catching one's fall with the hands. This can lead to wrist injuries. â&#x20AC;˘ Poor stance raises the beginner's center of gravity and results in an unbalanced posture. â&#x20AC;˘ Low-quality or damaged equipment reduces responsiveness.

Skateboarding Safety Statistics Maintaining a low center of gravity will be one of the most useful practices that a beginning student can immediately employ.

Research illustrates that when practiced safely in designated areas the risk of injury while skateboarding can be minimized significantly. Familiarizing participants, administrators, and families with safety statistics and guidelines can help build collective confidence in your skateboarding program.

Orientation Techniques for Hands-On Lessons Teaching skateboarding is made more efficient by employing some simple strategies and techniques with your students. There are three categories of helpful techniques at your disposal: • Strategies for setting student goals • Strategies for communicating with your students • Tools for conveying skatepark etiquette and safety

Goal Setting Strategies

Goal setting establishes a balance between challenge and success. Learning to set incremental goals then working to reach them is the key to success in both skateboarding and in life. On the first day of lessons the instructor should work with students to set short and long-term skateboarding goals. Goals should be challenging yet realistic and safe. Skateboarding is a creative and expressionistic activity; each skater should be encouraged to develop their own individual goals. A good technique is to give students the “homework” of setting a goal for themselves for the next day. This practice encourages students to reflect on what they have learned and gives them a chance to set realistic goals in the context of their self-assessed progress. This process helps aspiring skaters to gain a better perspective on what they are capable of performing and for setting realistic goals for the future. Establishing and achieving these goals are clearly preferable than having students set wildly ambitious goals that perpetually seem out of reach. In a skateboarding lesson there are three different types of goals for students and instructors to consider: Performance, Outcome, and “Do Your Best” goals. • Performance Goals encourage participants to focus on a processoriented standard relative to their own capabilities. A goal in this category might be to “Tic Tac around the perimeter of the skatepark in less than 60 seconds” for example. • Outcome Goals are intended to help participants focus on an endresult, outcome, or product-type measurement. Realistically students and coaches can have only partial control over this type of goal. An example might be learning a particular trick. • Do Your Best Goals are not focused on a specific process, standard, or proficiency but rather the effort put forth by a skater. Only the

Orientation skater themselves truly knows if they have reached their goal of doing their best and putting forth a full amount of effort. With patience, tact, and positive feedback, an instructor can work to ensure that all of their students meet at least one of their personal goals during a skateboarding lesson. An example of a Do Your Best Goal might be to commit to landing a difficult trick without prematurely bailing out.

Information, Action, Analysis, Question

When teaching skateboarding it is important to communicate and provide feedback to students consistently throughout a lesson. Outlined below are four basic strategies for instructors to refer to during a lesson. Instructors should work to utilize all four of these strategies to ensure they are providing as much support and feedback to students as possible. • Information is any input an instructor provides a student during a skateboarding lesson. Input may include a demonstration, instruction, or a specific point of advice. • Action is anything a student is asked to physically perform during a lesson. Actions from skateboarding students might include demonstrating a particular skill or practicing a specific technique. • Analysis is feedback gained and shared from careful observation of skaters by the instructor during a lesson. Analysis may include positive reinforcement, constructive criticism, or shared insight. • Questions are attempts by the teacher to gauge the status of a student during a lesson. Make continual inquiries to students throughout a lesson to find out about possible motivations, fears, injuries, problems, and comfort levels.

Orientation Pre-lesson Safety Checklist Before any lesson introduce the students to the day's lesson and perform the following with your students and fellow instructors: • Check the riding surface for cracks, gravel, and other possible hazards. Beginner skaters lack the balance and control to deal with small tripping hazards. Just because an area has experienced skaters moving through it does not mean that it is free of debris that could throw a beginner off balance. • Lead the students on a walk through the skatepark and point out blind spots and design characteristics. This can be combined with the skatepark inspection above. Note that this walk-through may not be relevant to students in the Foundation (beginner) class. • Inspect skateboards for loose or missing nuts and bolts and significant damage. Small nicks and scratches are acceptable but boards with splinters or pieces missing larger than your thumb should be retired. Tighten loose hardware and adjust equipment as needed before beginning the lesson. • Make sure all skateboarders are wearing proper fitting helmets and any required safety gear. Helmets and pads should fit comfortably yet snug without wobbling or wiggling back and forth from a skateboarder’s movements. You should be able to fit two fingers between the student's head and the interior of the helmet. • Lead the students through stretching exercises and review the rules of skatepark etiquette. Talking about the students' interests and experiences will help reduce any anxieties they may have about the day's challenges. • Review how to fall properly and demonstrate the different techniques for “bailing out.” (See Technique 1: Bailing Out in the Building Foundation chapter.) • Maintain a ratio of at least one instructor for every seven students. • Review the procedures for responding to and documenting accidents and injuries.

Orientation

Students that participate in social exercises will be more likely to ask questions and be receptive to other student's ideas. The instructor can mitigate social anxieties by leading group conversations.

Orientation Student Warm-up The instructor can begin to pre-assess students the moment they arrive for a lesson. The instructor should take note of the equipment the students are riding as well as their personality type and body language in order to modify the lesson to meet each skater’s individual needs. Typically students feel insecure and have questions about skateboarding, the skatepark, your expectations regarding their abilities, or the lesson they are about to participate in. An instructor can initiate communication and reduce anxieties by asking questions about the student’s backgrounds and previous experiences with skateboarding. • General: How old are you? Do you have hobbies other than skateboarding? Where do you go to school? What's your favorite subject? • Skateboarding: Have you been to a skatepark before? What did you see? What kind of place was it? The student's answer can help you understand their comfort levels with skating and skatepark environments. • Other sports: Do you like other board sports such as surfing or snowboarding? Do you like riding bikes? How about team sports like soccer or basketball? Reflecting on previous experiences with other board sports may help a student to become orientated to the act of skating more comfortably by shared principles and concepts like stances, balancing techniques, terminology, and so on. • Aspirations: What would you like to learn in this class? Use this information to tailor goals and plan objectives for that student. Before and during the lesson take note of students mannerisms and learning styles. (A skater may be a doer, a seer, a talker, or a listener. Use student’s different learning styles to individualize instruction for maximum success while skating.)

Orientation Activity 1: Stretching It is important that young skaters develop the positive habit of stretching before they begin skateboarding. Stretching keeps muscles limber, flexible, and helps prevent injuries. Demonstrate proper stretching techniques before engaging in any physical activity. Some of the stretches relevant to skateboarding are the Hamstring Stretch, Butterfly Stretch, Torso Stretch, Back Stretch, and Ankle Rotations.

Hamstring Stretch

Orientation Ankle Rotation

Butterfly Stretch

Class 1: Foundation In this chapter:

Purpose

Activity 1: Bailing Out and Failling Properly

Activity 2: Skateboard Orientation

Activity 3: Navigating the Skateboard

Class Closure

Class 1: Foundation Purpose To teach beginner skateboarders the fundamental skills and rules of safe skateboarding. The fundamental lesson demonstrates and instructs how to safely navigate a skateboard on flat surfaces by learning how to push, turn, stop, fall and “bail out” safely. The goal of this lesson is to prepare beginning skaters for navigating skatepark terrain and structures as well as provide you, the instructor, with tools and techniques for helping the student learn comfortably and safely. Skateboarders should never attempt to navigate transitions, uneven surfaces, or skatepark obstacles before learning to ride, steer, and perform a controlled stop on a flat and level surface. Once beginning skaters have mastered these skills they can move on to learning skatepark basics and intermediate skills. Beginning skateboarding instructors work with students of all ages but will most commonly work with children and teens. Instructors teaching beginner lessons generally need only to have the basic fundamentals of riding, turning, and stopping a skateboard. Coaches and counselors need to possess a positive attitude and a reassuring mannerism in order to help aspiring skateboarders feel comfortable and confident in an unfamiliar and sometimes intimidating environment. A crowded skatepark filled with advanced skateboarders is a fast-paced environment that can prove overwhelming to even the most enthusiastic learner. It is an instructor’s responsibility to ensure lessons are taught in a safe area of the park without intrusions or collisions with the more advanced skaters. Many skateparks feature beginner areas that are ideally suited for teaching fundamental lessons. If a skatepark does not have an area designated for beginning skateboarders, cones or a simple demarcation can be used to create a designated area within the park for lessons. Teaching skateboarding fundamentals in a structured environment can help beginning skaters through what are the most difficult and dangerous stages of learning to skate. Fundamental skateboarding lessons create a scaffolding of skills and confidence that can help increase a new skater’s chances for positive skateboarding. The building of a strong foundation of fundamentals can prove invaluable to aspiring skaters as they work to advance towards more difficult terrain and moves.

Class 1: Foundation Activity 1: “Bailing Out” and Falling Properly Falling off of the skateboard or “bailing out” of a trick is a mandatory part of the skateboarding experience for all levels of proficiency. Beginning skateboarders will inevitably encounter a situation where they must quickly determine if they anticipate an inevitable fall and choose instead to abort the attempt by “bailing out.” Find a grassy area or use tumbling mats where students can practice falling or “bailing out” on softer ground after you have demonstrated and taught these different techniques.

“Bailing Out”

“Bailing Out” means getting off of the skateboard safely when a skater is beginning to lose control or is feeling unsafe. A “bail out” can be executed by “knee sliding,” “running out” of a trick, or intentionally falling and “rolling.” Demonstrate the following techniques and have students practice these techniques before attempting to ride their skateboards.

Exercise 1: Running Out

“Running Out” is a term used to describe the act of getting off of the skateboard safely when a skater has lost control or is avoiding a possible collision. Begin this lesson with the students practicing “run outs” from a stationary position on their skateboards. • Begin by placing the skateboard on grass, carpet, or any other surface that will prevent the skateboard from rolling. • Step off out in front and slightly to the side of the skateboard with the back foot as you attempt to run in the direction the skateboard would be traveling if you were still moving. In order to maintain balance and execute a “run out” properly skaters must work to keep their momentum moving in the same direction they are already traveling on their boards. • Continue to run in the direction you were originally traveling until you are physically under control and able to stop safely.

Falling and Rolling

The “Roll” technique is used to soften falls and absorb the impact of a fall with the entire body. After you have practiced “running out” demonstrate the “roll” technique used for falling. Refer to and review with students the National Safety Council Fact Sheet on how to fall from a skateboard, (see supplement). Explain and demonstrate proper rolls and techniques for falling and have students practice all of these techniques before they begin skating.

Class 1: Foundation Demonstrate for students how to drop your leading shoulder and roll as you “ball up” your body in an attempt to distribute the shock of a fall with the entire body in a rolling manner rather than with an isolated extremity such as the wrists or with a “bellyflop” slam. Whenever possible crouch down as low as you can before falling and rolling. Lowering your body works to minimize impacts and helps reduce chances of injury.

Wrist injuries are most common among people during their first week of skating. Falling-and-rolling exercises will help prevent students from falling to their wrists.

Skaters should attempt to hold their arms close to the body as they roll to absorb the impact of a fall. Stress the importance of not using the arms or relying on wrist guards to break a fall. Emphasize to students the importance of trying to relax their bodies through the fall rather than “stiffening” up and increasing the chance of a sprain or other injury. *Skateboarders can combine the “run out” with both the “roll” and “knee slide” technique in order to reduce their traveling speed and the force caused by the impact of a fall or slide.

Exercise 2: Knee Slides

“Knee Slides” are a way for skateboarders to lesson the impact of a fall or a “bail out.” Kneepads are commonly worn when skateboarding on steep transitions or bowl-like terrain. If students are wearing kneepads for the flatland lesson you will need to demonstrate how to use these pads properly by “knee sliding” across the flat ground. *Before teaching “knee slides” to students make sure that the skater’s kneepads are designed for skateboarding. Skateboarding kneepads should have a hard protective plastic cap that enables the skater to slide across smooth surfaces without “grabbing” the ground or the kneepad sliding off the joint.

Class 1: Foundation • Start out by running forward and dropping down to your knees to slide on your kneepads in a forward direction. • When initiating the “knee slide” a skater should be kneeled with their heels underneath them and both knees out in front. It often helps to lean back to maintain balance over coarse surfaces. • During the slide the skater should attempt to remain seated on their heels while leaning slightly back until they have completely stopped moving. Whenever possible skaters should work to keep hands up and off of the ground when sliding in order to prevent scrapes and other abrasions.

Knee pads help prevent abrasions. With practice they can provide a comfortable and safe pad to fall on.

Class 1: Foundation Activity 2: Skateboard Orientation All aspiring skaters needs to know how to stand on the skateboard properly. In order to teach this you must first determine whether the individual is “goofy” or “regular” footed. These terms refer to a skater’s “stance” or the direction they face when standing on a skateboard. Determine the beginning skater’s preferred stance before they skate to help them to learn safety techniques from the stance they are most likely to be standing while skating. Regular = Left foot forward, right foot back. If a skater rides with their right foot on the tail and their left foot towards the front of the skateboard they are considered “regular footed.” Goofy = Right foot forward, left foot back. If a skater rides with their left foot on the tail and their right foot towards the front of the skateboard they are considered “goofy footed.” Although the names of the two different types of stances may imply that one way (regular) is the correct way to stand and the other (goofy) is not, rest assured that both stances are correct and equally common. There are several ways to help students identify their stance. • Lean Forward Method Have the student stand up straight and facing forward with both feet together. Have them lean forward until their reflexes force them to kick one of their legs forward to keep their balance and remain standing upright. The leg that is kicked forward in an attempt to keep your balance is likely the leg they will keep in the back when riding, (i.e., on the tail of the skateboard). • Kick Method Have the student kick a small object. This foot is likely to be the foot they will ride with on the back of the board. Remember that there is no specific right or wrong stance for a skateboard. Although these techniques may help aspiring skaters to determine the stance they are most comfortable with there is no one consistent way to determine a skater’s stance. Remind skaters to choose the stance that feels most comfortable to them.

Class 1: Foundation Exercise 3: Demonstrating Stance

After trying both methods to help determine stance, skateboarders should place their skateboards on grass, carpet, or any surface where it will not roll. Encourage skaters to try both stances and face forward as if they were riding on their skateboards. Beginning skaters should start out a lesson with the stance that feels the most comfortable to them. Throughout this lesson remind the students not to be afraid to switch off and try both “goofy” and “regular” stances. Most likely they will feel that they are more comfortable on their skateboards with one type of stance over the other. If a skater is comfortable with both stances do not discourage it. Technically a skateboarder does not necessarily need to favor one type of stance over the other. Many skaters work for years to ride comfortably in both directions, (a skill known as riding “switch stance”), without ever becoming fully ambidextrous on their skateboards. • Place the skateboard on grass, carpet, or any surface that will prevent the board from rolling and moving. • Demonstrate proper stance and posture to students by standing on the board with both feet spread out over the board and on top of the wheels, (or over the truck bolts), while looking in the forward direction. • When standing on a skateboard the knees should be slightly bent. The skater should be turned at the waist so that their torso is turned slightly towards the “nose” of the skateboard. • A skateboarder’s back should be vertically straight with their arms out for balance or hanging loosely at their sides. Skaters should keep their weight equally centered over the board and not out in front or behind the skateboard. • Look forward to the direction you want to be traveling. Check to make sure skateboarders are not crouching and bending over their skateboard. This common mistake will prevent a skater’s upper and lower body from being centered squarely over their boards.

Class 1: Foundation Activity 3: Navigating the Skateboard The objective for this lesson is teaching aspiring skateboarders how to safely ride a skateboard on flat ground. This lesson works to create confidence in beginning skaters as they develop the necessary skills to skateboard safely and progress towards more difficult terrain and maneuvers.

Exercise 4: Pushing and Rolling

The goal of this exercise is to develop balance and control as the student learns to push and coast on the skateboard. Riding a skateboard begins with learning how to push off, (or kick), with the back foot while maintaining balance. Immediately following the push, the skater will coast on the skateboard across flat terrain. Once basic controlled acceleration and coasting is achieved, the skater will attempt to turn and stop while maintaining their balance on the skateboard. Make sure to teach and demonstrate all of these skills in a sequence before inviting novice skateboarders to attempt the maneuver. • Begin by standing on the skateboard and looking to the forward direction. The skater’s feet should be over the wheels of the skateboard with the legs slightly bent and their upper body facing slightly forward toward the “nose” of the skateboard. • Step off of the board with the back foot while keeping the front foot on top of or slightly behind the front wheels with your toes now pointed at the “nose” of the skateboard. This will require the front foot to pivot on the top of the skateboard so that it can point forward. The front foot should not lose contact with the surface of the board throughout this pivot motion. • The skater’s weight should be centered over the board as the front leg bends and the rear leg pushes off the ground. • After the push, return to the standing position on your skateboard. • Once rolling and under control step off the board again with the back foot and attempt to push the skateboard in one continuous motion while moving. Repeat this exercise while staying balanced and under control. Avoid creating bad habits early. A common mistake made when learning to ride a skateboard is using the front foot to push off with. This method of pushing places the skater’s weight over the back trucks and wheels as they push and makes it harder to maintain control and push off again once moving. Skateboards are

Class 1: Foundation steered using the front wheels so placing weight over the back wheels while pushing reduces the mobility and stability of the board. Skateboarders often refer to this method of pushing as “mongo” and consider it to be bad form. Once “mongo” is habitualized the technique will be hard to break. It should be discouraged with beginning skaters.

Exercise 5: Turning and Carving

The goal of this exercise is to turn the board while rolling forward maintaining balance and control. Carving or turning a skateboard is done with all four wheels remaining on the ground. The skateboard is turned by applying force on the rails, (or sides), of the deck with either the heels, (heelside), or the toes, (toeside). • Once the student is rolling and in control of the skateboard they may attempt to initiate a turn by applying force to either their toes or heels. • The student applies pressure to their toes and heels to redistribute their weight. The focus of attention should be to stay centered above the skateboard. Make sure the student stays centered and works to keep their weight over the board as the skateboard begins to turn. • Once they are comfortable with turning slowly the skaters can work to maintain their balance by leaning very slightly forward for “toeside” and slightly back for “heelside” turns. The skater should travel along a shallow serpentine path. A common problem for beginners who are learning to turn on a skateboard is over-compensating by leaning too far in one direction or the other. Leaning into a high-speed carve is an advanced technique. Until skateboarders are more proficient they should work to maintain balance and keep their center

Small cones will offer the student a tangible target for their carving exercises.

Class 1: Foundation of gravity over the skateboard deck while moving slowly and using subtle movements. Remind the student to look where they are going and not at the skateboard. A skateboarder should use his or her feet to feel and turn the board as they look ahead to navigate their direction and execute turns. A skater’s body and board will follow the direction initiated by simply looking where they want to go. Beginning at the neck, the spine and the rest of body will follow and align with the direction a skater is looking. For an additional fun challenge set up cones or similar objects and invite students to practice their turns through and around the cones. Skaters should work to become confident in making turns to both the left and the right, (or heelside and toeside). A good strategy is to set up cones in a straight line about 25’ apart. Ask students to attempt to “slalom” through the cones. As students gain confidence move the cones closer together so students remain challenged and work to make tighter turns in both directions.

Exercise 6: Stopping on a Skateboard

Stopping on a moving skateboard can be done in one of several ways. Some techniques for stopping a moving skateboard are more advanced and should not be attempted by novice skaters. Beginning skateboarders should use safe and simple techniques until they are proficient enough for more difficult maneuvers like “power slides.” Two different methods for stopping on a moving skateboard are outlined below. Teach and demonstrate both methods before students attempt to begin skating. Encourage skaters to use the method that feels the most comfortable to them. • Toe Drag Method A “toe drag” is performed with both feet staying in contact with the skateboard. As you are rolling on your skateboard carefully shift your back foot towards the toe edge or “rail” of the skateboard. The heel of the foot should be in the middle of the “deck” for control with the ball of the foot on the “rail” and the toes extended off of the skateboard. Keep your front planted with your toes forward over the nose. Carefully point your back foot down until you can feel the toe of your

Class 1: Foundation shoe dragging against the ground. Gradually increase pressure until you feel the board begin to slow down and stop. • Foot Drag Method The “foot drag” is an effective way to stop a skateboard but can take more coordination, strength, and balance than the “toe drag” as a skater must balance on one leg as they drag the other foot in an effort to stop. As the skater prepares to stop, shift the front foot back towards the middle of the skateboard and point the toes toward the nose of the deck. Prepare to extend your back foot out and to the side of the skateboard by placing a majority of the weight over the front leg. Before the back leg is removed from the board, the upper body should be twisted at the torso so that the shoulders are facing towards the direction of travel. Carefully extend the back leg and bend the front knee until the sole of the back shoe is dragging against the ground. Gently apply pressure while keeping the toes up and the heel of the shoe against the ground. Work to keep consistent pressure on the back foot until you have come to a complete stop. A typical mistake when executing a “foot drag” is the skater hopping on the back foot and not maintaining an even, steady pressure on the sole of the dragging foot. This results in the skateboarder having too much weight on their dragging foot and not enough weight centered over the board. Encourage students to keep their weight over their front leg as much as possible.

Class 1: Foundation Class Closure These beginning skateboard skills are typically taught in a one or two-hour lesson. The amount of time taken to acquire these skills cannot be standardized for all skaters. Some first-time skaters may develop these skills in as little time as a thirty minutes while it may take others weeks to develop proficiency. Skateboarders need to be able to skate under control and with confidence before moving on to more difficult skateboarding skills and tricks. Reinforce to students that they must be proficient with all of these skills before attempting more advanced maneuvers and tricks. Basic pushing, turning and stopping skills will become the foundation for all future lessons. A firm understanding of the principles and best practices are essential. When closing this lesson ask skaters if they have any questions or concerns and encourage them to practice on their own or with friends before the next lesson. Their confidence is critical to progressing and skating safely. The instructor must provide positive reinforcement and feedback to each student to help incubate self-confidence and reduce anxiety. You may ask students if there is one particular skill they feel confident with and skills they may have trouble with. Provide positive feedback and encourage them to work on these problem areas on their own.

Class 1: Foundation Extensions (Homework)

“Tic tacs” and “manuals” are a great way for beginning skaters to practice the skills of balance and control crucial to the craft of skateboarding. Demonstrating these maneuvers to students and asking that they practice at home is a great way to end the fundamental lesson. Providing these new moves gives students examples of skills they can work on before returning to the skatepark for their next lesson. • Tic Tacs Once a skater has learned to push, stop, and turn on the skateboard they are ready for “tic tacs.” The idea of performing “tic tacs” is to propel the skateboard forward without using your feet to push. Have the skater push their board forward so that they are moving with a fair amount of speed and within their comfort level. Their front foot should be just behind the bolts and the back foot in the middle of the tail. Have the student lean back slightly and apply pressure to the tail of the board so that the the front wheels lift off the ground. By swiveling at the hips, have the student move the nose of the board laterally to the left or the right. When the wheels touch, have them bring the nose of the board immediately to the other side in the same fashion. Remind the student to keep their body facing forward and their weight over the board. Repeat the back-and-forth until the student is able to develop a steady rhythm. The tic tac action will propel the board and the skater forward.

Tic Tacs are a fun exercise that will build essential skills for more advanced tricks.

Class 1: Foundation Ask the student if they can feel the propulsion gained from performing tic tacs. This will help the student become more body-aware and versatile in the methods of propelling their skateboard. â&#x20AC;˘ Manuals Manuals, (or wheelies), are a great trick for beginners. Manuals are a fun way of developing balance, control, and to gain confidence. As basic as this trick may appear it is an essential building block in the trick-learning process. Once this trick is mastered it can be used in combination with an endless amount of tricks on virtually every type of terrain. The manual is the first trick in these lessons that carries true trick credibility among experienced skaters. Manuals are a bonafide trick that can help build exceptional balance and board control.

Have the student push the skateboard forward at a comfortable pace. (Manuals tend to be difficult at very slow speeds.) Make sure the studentâ&#x20AC;&#x2122;s back foot is centered on the tail and the front foot near or over the front bolts. Have the student lift the front wheels by applying weight to the rear foot while encouraging the student to think about keeping their center of balanced over the back trucks. Hold the wheelie for as long as possible. A good way to explain balancing for this trick is to compare it with leaning back in a chair. For students who are motivated by quantifiable improvements, it may help to establish a starting point for the manual. (A crack or small chalk mark works great.) Each successful manual can be marked in some way to record incremental improvements.

Class 1: Foundation Initially the student may be tentative about raising their front wheels off the ground for a prolonged period of time. The student may start practicing manuals by “clopping” the front wheels on the ground. The opposite extreme is to have the student lose their balance over the rear of the board so that the tail contacts the ground. Both of these results are typical while learning manuals. With practice the skater will be able to hold the manual for longer distances and make “midwheelie” adjustments with their body to keep from setting down the wheels.

Class 2: Fundamentals In this chapter:

Purpose

Activity 1: Skatepark Traffic and "Flow"

Teaching Skatepark Skills

Lesson Closure

Class 2: Fundamentals Purpose The goal of the Fundamentals lesson is to introduce skaters safely to more advanced maneuvers and to the skatepark environment by teaching the basic rules of skatepark etiquette and fundamental navigation. Skateboarders will build a strong foundation before moving on to more difficult maneuvers and advanced terrain. This lesson will outline skills required for progression and provide steps for achieving these skills as safely as possible.

Promoting Safety and Managing Risk

Beginning skaters should have basic skateboarding Foundation skills mastered before attempting more difficult skills or to navigate skatepark obstacles. Basic skateboarding Foundation skills include pushing, turning, stopping, bailing, and falling properly. Please see Promoting Safety and Managing Risk in the Orientation chapter for more information. Start out the intermediate lesson by introducing yourself, your background, and your experience with skateboarding. A great way to break the ice and calm student anxiety is to share a personal skateboarding experience from your youth. Students are often nervous about falling or appearing unskilled in front of their peers so sharing a humorous or embarrassing moment of your own can work well to relieve apprehensions among students. Before and during the lesson observe the studentsâ&#x20AC;&#x2122; mannerisms and learning styles. A student may be a doer, a seer, a talker, or a listener. Work to modify and individualize instruction for different learning styles in order to teach to your potential.

Class 2: Fundamentals Exercise 1: Warm Up and Orientation

Begin all activities by stretching with students and orienting them with their fellow students. During stretching exercises ask skaters to introduce themselves by telling others in the group something about themselves like a hobby, special interest, or even a favorite movie. “Breaking the ice” with nervous students is a crucial part of building confidence and creating a relationship of trust within the group of students and with the instructor. Start with stretching. Model different stretches and emphasize the importance of developing good habits in order to prevent injuries. Stretches particularly relevant to skateboarding are the Hamstring Stretch, Butterfly Stretch, Torso Stretch, Back Stretch, and Ankle Rotations. After stretching model the “roll” technique for falling. Explain and demonstrate how to drop your leading shoulder and roll as you “ball up” your body in an attempt to reduce the impact of a fall by rolling out of it rather than arresting the momentum with the wrists, knees or chest. Stress the importance of not using arms or over-relying on wrist guards to break falls. Skaters should attempt to hold their arms close to their body as they roll and absorb the impact of falls. For students wearing kneepads demonstrate how to “knee slide” on flat ground. Ask students to practice these techniques before attempting to ride the park. Pay close attention to the fit of the student’s kneepads to ensure that they do not slip off the joint while sliding. Check equipment for safety issues. Make sure equipment is well maintained and appropriate for skatepark use. Ensure wheels spin freely, all nuts and bolts are present and tight, and that the decks are in reasonable shape and free of large chips and splinters. All helmets should be CPSC-certified multi-impact sports helmets. Single-impact bicycle helmets are not appropriate for skateboarding. Skateboarding helmets will have a hard plastic shell with a small number of vents around either firm foam or Styrofoam padding. Small foam inserts can be used to finely tune the fit of the helmet on the student’s head. For detailed outlines on falling, and “bailing out” on a skateboard refer to Skill 2 of the Foundation Lesson.

Class 2: Fundamentals Activity 1: Skatepark Traffic and “Flow” Skateparks are intentionally designed to be crossed by skaters at various speeds and different directions. Skateboarding is the creative process of linking turns and maneuvers in unusual and difficult directions. Skateboarders take pride in seemingly defying the laws of physics by unexpectedly changing directions, executing tricks, and turning through the curves and transitions of different skatepark features. It is important that students unfamiliar with the traffic patterns at a skatepark appreciate and respect the movements of other park users. Although it is assumed skaters will work to transfer and ride through park obstacles in a number of directions, most skateparks develop a “flow” or traffic pattern throughout the skatepark. The traffic pattern is mostly dictated by the design, position, orientation and spacing of the skatepark obstacles and terrain characteristics. Recognizing patterns of traffic and “flow” will help novice skateboarders learn to navigate skatepark features safely and effectively. Creating a “flow” chart for your community skatepark offers your students a visual perspective of traffic patterns and will encourage them to think about skatepark traffic patterns. The student’s understanding of how to safely enter and exit skatepark traffic is critical to a positive skateboarding experience. Refer to the handout section for an example of a “flow chart.”

Exercise 2: Walking the Park

Before navigating the skatepark on skateboards always walk through the park with the skaters to get a feel for the terrain and different obstacles they will encounter. This is a great opportunity to find and remove any debris and note any portion of the skatepark that might present a hazard to the students. • Explain the importance of noticing “blind” areas of the skatepark. Point out areas where structures may prevent two skaters from seeing each other. • Refer to the ten rules of etiquette for examples when they are relevant to describing the different skatepark features and their uses. • Describe the general traffic patterns of the park and the directions most skaters will be riding so students can get a feel for the “flow” of the skatepark. Refer to the “flow chart” of the skatepark if you have created one. (See an example of a skatepark “flow chart” in the appendix.) Once skaters have walked the park, stretched, and practiced “bailing out” you can begin the lesson and start skateboarding.

Class 2: Fundamentals

Be sure to take note of possible differences in ability levels, ages, and personality types of the students participating in the lesson. Work to identify differences that may affect the dynamics of the skateboard lesson. If a lesson includes more than one instructor confer with other instructors and work to create loose groups of skaters according to ability levels.

Reviewing and explaining the skatepark features will demystify the design for beginning skaters and help review components that they may be interested in trying.

Class 2: Fundamentals Teaching Skatepark Skills No two skateparks are the same. Each lesson and the skills achieved will be different based on the type of terrain available at the skatepark. Consult with each student to identify individual. (See the Goal Setting Handouts appendix.) Ask students about the different features of the skatepark to gauge levels of interest in the different parts of the park. Collecting feedback from skaters about park features will help the instructor to determine areas where students may feel confident and the where students will need help. Error on the side of caution when interest is expressed in a particular feature of the skatepark that you feel is too advanced for the student’s current skill level. Begin on easier terrain as the student builds confidence then progress to more challenging lessons and areas of the park. Although skateboarding progression requires building on fundamental skills, it does not necessarily follow one consistent path of skill acquisition. Skateboarding students will vary widely in proficiency, ability, and aptitude for learning new skills, or even the mastery of different skills. For example, one student may quickly learn a skill that another student struggles with, then their roles may be reversed while working on a different skill. Although everyone skates and learns differently students will have to all master some fundamental skills. Regardless of the number of students in a lesson it is always helpful to employ more than one instructor so separate groups within a lesson can be formed in order to better meet skaters needs and focus on separate skill acquisition. While the overarching goals may be the same, by grouping the students according to their aptitude and abilities, those goals can be reached more efficiently by tailoring the lesson plan to the group’s particular strengths. Refer to specific skill outlines in order to modify lessons to meet the different skater’s abilities and needs.

Using Elevation

Learning to “pump” or control speed on the curved forms of a skatepark is the first step in learning to ride and navigate transitioned skateparks safely. “Pumping” skatepark elevation changes is often compared to pumping on a swing set as a skater utilizes their legs and body movements to generate, (or lose), speed and momentum without using their feet to push or brake. Pumping on a swing set and a skateboard both incorporate principles of centripetal force. Centripetal force is the inward force or the inertia that makes an object in rotation move outward. To gain more speed on a declining slope than ordinary gravity would provide, the skater crouches at the top of the elevation change then expands his or her body to apply downward force while the board begins its

Class 2: Fundamentals descent. Conversely, to lose speed the skater compresses his or her body while rolling down the slope. Done correctly this action feels like a “boost” to one’s momentum or, if braking, as if one is “sucking up” unwanted speed. When first teaching students to pump transitions, rely on taller curved skatepark obstacles like half pipes and quarter pipes. Taller transitions will have a larger radius that can be more forgiving to beginning skaters’ skills. Although taller or deeper features of a skatepark can appear more intimidating to beginning skaters, they are actually safer for teaching many fundamental skatepark skills. A secondary benefit to teaching on larger structures is that the student will gain confidence in interacting with a portion of the skatepark that appears exclusively for experienced skaters. The skaters will begin learning skills from the flat-bottom on bowls, quarter pipes, and half pipes. This removes the chance for the novice skateboarder to ride over the top edge of a skatepark obstacle and “hang up” as they might do on shallower structures. (Interacting with the lip of a bowl, halfpipe, or quarterpipe requires skill beyond the scope of this exercise.) Skaters should never “drop in” from the top lip of a structure or ride down skatepark transitions until after they are proficient enough to work their way to the top of that feature by pumping and generating momentum from the flat-bottom. Students learning to control momentum by pumping transitions should not attempt to turn or change their stance. The student should follow a linear, up-and-down path.

Exercise 3: Pumping Transitions

Pumping transitions can be taught by utilizing a quarter pipe transition although two transitions forming a halfpipe are ideal. Pumping a halfpipe from side-to-side or “fakie,” is done by shifting body weight, bending the knees, and changing the direction of focus. Emphasize importance of posture and proper stance to students. Skaters should stay flexible by bending at the knees as they keep their back and upper body vertical and centered over the board. A skateboarder should use his or her feet to feel and turn the board as they look ahead to navigate their direction and execute turns. • Students should start by facing the quarter pipe or halfpipe transition with the front foot on the board and the back foot on the ground. The front foot should be over the front truck with the toes pointed forward.

Class 2: Fundamentals • Have the student push forward towards the transition. Rotate the front foot so that it is pointed off the side of the board. The rear foot should be over the rear bolts if not wider. The student’s weight should slightly favor the front foot. • As the student approaches the transition they must bend their knees and work to “suck up” the transition by bringing their knees closer to their chest in a squat like stance. The desired result is to reduce the weight on the board while it is travelling against the force of gravity so that it travels higher on the slope than it would without intervention.

Fakies on transitional surfaces will help students improve essential balance.

• As the skater reaches the apex of the pump and their board comes to a stop, they must shift their focus and weight from the forward direction to the other end of the board and prepare to travel back down the slope backwards. • As the skater begins to roll backwards they should straighten their legs and apply pressure to the board. The desired effect here is to apply more weight to the board and maximize the force of gravity upon the board. • The skater should traverse the flatbottom of the ramp travelling backwards, or fakie. If the skater used centripetal force correctly they will be moving faster than they were went they began their ascent. • If the skater is using a halfpipe for this exercise they can repeat these steps on the opposing side of the halfpipe. The primary difference is that they will be

Class 2: Fundamentals ascending the slope backwards, or fakie, and descending in a forward stance. • As the skater rides back and forth, or side-to-side, they may repeat these steps to maintain or gain speed and climb higher on each successive traverse. A good ratio for explaining weight placement to skaters is 60/40. In the majority of skateboarding situations a skater will ride with approximately 60% of their weight over their front foot. Ensure the skater’s stance is wide with the feet at least over the skateboard’s truck bolts and that the lead foot is not pointed toward the nose of the board. Make sure skaters are looking forward to the direction they are traveling and not at their feet or skateboard. A student should not attempt to ride higher up a transition than their own height until they have the ability to perform 180-degree kick turns at that height. Once skaters are comfortable with pumping back and forth and controlling speed using centripetal force, they are ready to begin learning how to perform kick turns.

Exercise 4: Kick Turns

A kick turn is performed by lifting the front wheels off the ground and moving the nose laterally to change the direction of travel. Kickturns can initially be practiced on flat ground without rolling. (See Tic tacs in the beginner lesson.) Practicing on grass, carpet, and other forgiving surfaces can help novice skaters practice and gain confidence with kick turn movements. Kick turns can be performed both “frontside,” (turning the direction of the heels), and “backside,” (turning in the direction of the toes). It’s widely accepted that backside kick turns are easier to learn.

Building solid foundation with Kick Turns and Carving on transition is essential for learning more advanced tricks.

Class 2: Fundamentals • Have the student begin by riding towards the transition with the ball of the back foot placed squarely over the tail of the skateboard and the front foot over or slightly behind the front trucks pointed to the side of the board. • As the student rolls up the incline, have them “carve” or turn the skateboard so they are approaching the transition angled towards the direction they are going to turn. (They should be ascending the slope diagonally with the heel side of their board on the uphill side.) • Bend your knees as you approach the transition and suck your knees up into your body as you pump up the transition. • As you lose momentum and reach the apex of the turn lift the front wheels a few inches off the transition and kick the nose of the board out in front. • Pivot on the back wheels of the skateboard and continue to turn as you ride back down the transition. • When executing the kick turn, work to turn the upper body towards the direction of the turn by looking where you want to go and not at the board itself. • As the skateboard begins to roll back down the transition touch the front wheels to the ground and work to shift your weight slightly forward. Frontside kick-turns utilize the same principles and skills as backside turns but are executed by kicking the front leg backwards rather than forwards. Crucial to executing frontside turns properly is looking back over the shoulder towards the direction of the turn. Once skaters are confident with both frontside and backside kick turns, they should concentrate on pumping transitions into the turns as they work to maintain and generate speed.

Class 2: Fundamentals Exercise 5: Carving

Carving on a skateboard means turning the skateboard with all four wheels in contact with the riding surface at all times. Carving is an essential component of skatepark riding as skateboarders work to generate momentum and maintain speed by pumping the different transitions and curves of skatepark surfaces. Carves are typically easier to perform than kick turns on flat surfaces but can be more difficult when executed on transitions or banks. Although carves are more drawn out than sharper turning kick-turns, they can generate greater amounts of speed and momentum as the skateboard stays in contact with the skatepark surface at all times. Carves should initially be practiced on the more mellow, curved transitions of skatepark features generally found in corners or bowls. Similar to kick turns, carving skills are usually first learned by turning in the backside direction. • Begin by riding the skateboard towards the transition slightly angled in the direction of the turn. • As you approach the transition initiate the carve, and begin turning so you are riding almost parallel to the transition rather than directly up the transition. • As you begin to ride up the transition compress by bending at the knees and leaning inward, or lightly away from the transition. • Apply pressure to your toes as you turn the skateboard in the direction of the curve. • Look in the direction you are turning and work to straighten out the legs and decompress as you reach the apex of the turn. • As the board turns and begins to descend down the transition compress again by bending at the knees as you suck up the transition and pump through the turn. • Near the bottom of the transition work to decompress again by straightening the legs and standing up vertically as you ride across the flat, or horizontal surface of the skatepark. As skaters become confident executing turns they can work to slightly increase the speed of their carves with each attempt. Once confident with carving skaters will find that it is actually easier to maintain balance and complete the carve with a slightly increased amount of speed.

Class 2: Fundamentals Once skaters are comfortable and confident with carving backside they should begin to work on carving frontside. Frontside carves incorporate the same skills as backside carves although the rider will be leaning slightly backwards, away from the transition, and pressure will be applied to the heels rather than the toes. Similar to performing a kick-turn, looking back over the shoulder in the direction of the turn is essential to performing this skill properly.

Exercise 6: Ollie

The ollie is a jump into the air on the skateboard without using the hands. It is is executed by hitting the tail of the skateboard against the ground and popping it into the air while directing the board upward and forward with the soles of the feet. Learning how to ollie is not required for riding and navigating skateparks safely. However, it is one of the fundamental maneuvers of modern-day skateboarding. Ollies are often the first trick most beginning skaters will want to learn and the trick aspiring skaters most commonly request help with. Although the ollie is very commonly the first trick learned by beginning skaters it can also be one of the most difficult tricks to master. The act of performing an ollie incorporates timing, balance, and the simultaneous coordination of multiple physical movements. In order for a skateboarder to perform an ollie they must pop the tail of their skateboard as they jump into the air and catch the skateboard with their feet. Learning to ollie takes persistence and practice. There is a risk of beginning skaters becoming discouraged and impatient while learning this fundamental skateboarding trick. Encourage skaters to stay persistent and practice on their own until they have achieved proficiency. The ollie is most commonly learned from a stationary position. When a consistent stationary ollie is achieve, the student can try an ollie while moving forward. Skaters can practice their ollies on carpet, grass, or a similar surface until they have mastered the basic movements required to perform this trick. A common technique employed by skaters learning to how to ollie is the holding onto of a railing or other stationary object as they practice the movements of jumping and popping the skateboard into the air. â&#x20AC;˘ A skater begins the ollie by standing on the deck of the skateboard with the ball of the back foot on the tail, and the front foot centered between the trucks. â&#x20AC;˘ The skater bends at the knees and crouches as they prepare to jump up and into the air.

Class 2: Fundamentals • As the skater jumps into the air they must simultaneously pop the skateboard by pushing down on the board’s tail and striking it against the ground. Skaters should work to suck their knees towards their chests as they swing arms up and into the air in an effort to create upward momentum and maintain balance. • As the skateboarder is jumping upward they must also slide their front foot up the top of the deck, as they press downward and attempt to level out the skateboard over the ground. • When the skater reaches the apex of the ollie they must begin to straighten their legs and push the skateboard towards the ground in an effort to keep the board in contact with their feet. • As the skateboard makes contact with the ground, the skater must stay centered over the deck and bend their knees in an effort to absorb the impact of landing. One common error when learning to ollie is the slight turning of the board in the frontside direction or leaving the back foot off when attempting to land the trick. Encourage skaters to keep their weight and body over the board and concentrate on landing solidly on the grip tape. Skaters are typically over concerned about the height of the ollie rather than the technique and form. Aspiring skaters learning the ollie should concentrate on perfecting the timing and movements before attempting to increase the height of their ollies.

Exercise 7: Dropping In

Dropping in on any skatepark feature provides a source of momentum through a controlled fall from the top of an elevated structure. Learning to drop in on skatepark transitions and features is a crucial step in moving from beginning skatepark skills to intermediate and advanced maneuvers. By dropping in from the top of skatepark obstacles skaters can quickly gain speed and momentum for a variety of tricks without expending large amounts of physical energy. Confidence in dropping in will open the doors to to further possibilities and combinations for skatepark maneuvers and skills. Teaching a skateboarder to drop in can be one of the most difficult parts of skateboarding instruction because it requires an instructor to thoroughly assess a student’s skills and confidence levels before they attempt the maneuver. Performing a drop in does not generally require advanced levels of skill or expertise but it does require commitment and confidence from the student. Once a skater initiates a drop in they must commit and follow through with the maneuver until completed. Skaters must practice dropping in safely with the help

Class 2: Fundamentals of an instructor multiple times before attempting it on their own. An instructor can help balance and support a skater when first learning to drop in on transitions by using their hands, forearms, or by employing a drop in bar. A drop in bar is a wooden bar, or dowel, that is about 3’ long, and strong enough to hold up and support a skater’s weight if they lose their balance. A drop in bar can be created by utilizing an old broom handle, hockey stick, or similar device. Holding a student’s hands, or employing a drop in bar helps to build confidence in skaters by providing them a “safety net” and sense of security as they first learn to ride down smaller transitions. A "drop in stick" will present a layer of security and comfort for the student. The stick also detaches the instructor's contact and helps develop selfconfidence in the student.

When employing a drop in bar, make sure the skater grips the bar away from their bodies in order to avoid interference and accidents. Apprehensive students may want to lean on the bar or use the bar to carry them through the drop in action. This over-reliance on the bar can be prevented by positioning the bar at a distance that allows it to be available if the skater loses his or her balance but not so close that it serves as a crutch. Before a skateboarder attempts to drop in on a transition they should learn and practice the movements of the drop in on a level surface. Skaters can practice the steps of dropping in by simply holding the skateboards tail against the ground with the back foot and standing on the ground with the other so that the nose of the board is pointed skyward. The skater then leans forward and presses down firmly on the nose so that the skater is standing and balanced on the board. The action of dropping in on flat should be swift, confident, and without hesitation. Learning to drop in for the first time can be an extremely intimidating experience for a novice skateboarder that requires both self-confidence and trust in the instructor. Never pressure a skater to drop

Class 2: Fundamentals in until they feel confident with their own abilities and express that they are ready. Take special note of a skater’s movements and mannerisms as they practice dropping in with an instructor’s assistance. If a skater appears overly nervous or apprehensive do not allow that student attempt the maneuver on their own. • Place the tail of the skateboard on the lip or coping of a skatepark transition that is no taller than 2’ in height. The skateboard should be extended out and over the transitions as the skater holds it in place by stepping on the tail with their back foot. • As the skater prepares to perform the drop in their back foot should be placed squarely over the skateboard’s tail holding the board in place and their front foot on the “deck” or top of the transitions. • The skater initiates the drop in by leaning out and over the board, as they place their front foot over the front bolts of the skateboard. This actions should be one continuous motion without hesitation or pause between steps. • As the skater places their front foot on the skateboard they will drop their front shoulder forward and lean into the transition and bend their legs. The commitment of the skater's weight over the nose of the board is a critical step and should be done BEFORE the nose of the board begins to dip downward. • The skater will push the front of the skateboard down and contact their front wheels with the surface of the transition. Bringing the front wheels down and onto the surface of the structure should be done with conviction and confidence. • As the skater rides down the transition they must keep their knees bent and stay centered over the board with their weight slightly favoring the front leg. Tentative students may want to drop in using the instructor's assistance at first. This will help them experience the physical sensation of transferring their weight from the tail to the nose and managing the immediate momentum. The most common error committed by skaters attempting to drop in is leaning too far back or hesitating as they begin to initiate the maneuver. Novice skaters are undoubtedly scared or intimidated when learning to drop in and will commonly try to push their skateboard down the transition without committing to the act by leaning in. This action can be very dangerous. A skateboarder

Class 2: Fundamentals

For many students dropping in for the first time will be the biggest challenge they face. The instructor can provide encouragement and advice to lower the threshhold of anxiety the student may face.

attempting a drop in without their weight properly distributed over the skateboard will typically fall backwards as their board shoots forward and out from under them. To help correct tentative, noncommital behavor while dropping in, encourage the skater to lean forward and stomp their front wheels into the transition so that they can feel, (and even hear), their wheels hit the skatepark surface. Using your hands, forearms, or a drop in bar will help to keep skaters leaning in and weighted over their boards when first learning this maneuver. Another technique for encouraging a tentative skater to commit to the drop in is to have them lower their lead shoulder and reach towards the nose of the skateboard as the first action in the sequence. This technique will help the skater keep their weight forward and over the skateboard rather than behind it or too heavily on the tail of the board.

Class 2: Fundamentals Lesson Closure Learning these eight fundamental skills will provide aspiring skaters with a solid framework for progressing towards more difficult terrain and technical maneuvers. Although everybody skates and progresses differently, a scaffolding of skills must be built in order to learn maneuvers safely and effectively. While every aspiring skater will develop their own unique style and variations of skateboarding tricks, hey must also follow a safe path of progression by building upon previously mastered skills. Instructors can ensure that the proper building blocks are in place and that enthusiastic skaters do not skip crucial skills as they work to perfect more advanced moves. As aspiring skaters express interest in learning specific skills or tricks, the instructor will identify the different skills incorporated into the same maneuvers and ensure that skaters develop those prerequisite skills.

Extensions (Homework)

â&#x20AC;˘ The Rolling Ollie Once skaters have mastered the ollie in a stationary position they can work to perfect this trick while rolling forward. As a skateboarder becomes more confident with this trick they should concentrate on the movements of their front foot and maximizing the height of their ollies. Greater height and control for ollies can be achieved by sliding or dragging the side of the front foot up the deck of the skateboard in a scooping manner. This increased friction provides the skater with greater control and helps lift the skateboard upward after the initial pop. Learning to ollie safely and with confidence is the first step down the long road of skateboarding success.

Class 3: Expertise In this chapter:

Purpose

Judging Skill Levels

Instructing Advanced Skateboarders

Six Categories of Skateboard Tricks

Closing

Class 3: Expertise Purpose Students developing skateboarding expertise cannot be standardized or replicated in every instructional setting. Skateboarding by nature does not follow one distinct or static path of skill acquisition. The act of skateboarding at a foundational or fundamental level is typically heirarchal and requires incremental skill-building. This consistent learning pattern breaks down when the student begins to develop skateboarding expertise. At this level skateboarding is an inherently creative process that cannot necessarily be defined by a right or wrong way to skate or progress. Once aspiring skaters acquire a skateboarding foundation and fundamental skills, the choice is theirs as to what path their progression will follow.

Advanced Skateboarding

Inherent to the craft of skateboarding is the perpetual progression of skills as skaters work to learn new tricks and refine the skills they have already acquired. For most skaters, the goal for any given day of skateboarding is quite simply to have fun as they push their own limits by learning new tricks and mastering new terrain. Constant progression of skills and refinement of style is the nature of the craft and even the most seasoned and advanced skateboarders are constantly looking for new challenges and opportunities for skateboarding progression. Although skaters may inherently want to “push the envelope,” and learn to perform more advanced and “exciting” maneuvers, this does not mean it cannot be done relatively safely by minimizing risks as much as possible. The role of instructors coaching and mentoring advanced skaters is to ensure they are learning and progressing within their own limits safely, as they help them to incrementally expand these same limits. A successful skateboarding instructor will not only help aspiring skaters to progress forward and test their own limits responsibly, but will serve as a positive role model and mentor as well.

Judging Skill Levels Skaters are ready to begin working toward achieving “expertise” (a pursuit that can last a lifetime) on a skateboard once they are confident performing fundamental skills and feel comfortable navigating skatepark terrain and obstacles on their own. At this point skaters who are ready to progress and advance on will generally be quite vocal in asking about the “tricks” they want to learn, and will eagerly (and often persistently) express that they are ready to move forward learning new skills. The advanced instructor’s most important role is in

Class 3: Expertise teaching students how to judge their own abilities, as well as understand both the positive and negative consequences of taking calculated risks on their skateboard. Although it is literally impossible for an advanced instructor to perform all of the skills or â&#x20AC;&#x153;tricksâ&#x20AC;? aspiring skaters may want to learn, it is important for instructors at this level to have an innate understanding of how different tricks work, and the experience of learning and performing more advanced skills and maneuvers. Every skateboarder will inevitably develop their own unique style and preferences for tricks and terrain. Naturally, instructors will have different strengths, weaknesses, and preferences in regards to performing different skills and riding different skatepark features as well. Communication is key when scheduling programs for advanced instruction. Grouping instructors with different strengths helps to improve the experience for students by allowing instructors to address and demonstrate different skills and activities more knowledgably. The bond built between skaters as they overcome challenges and reach personal goals together is an integral part of skateboarding culture. Learning advanced skateboarding maneuvers can be an extremely frustrating endeavor that takes persistence, motivation, and patience. Increased self-esteem and improved confidence are just a few of the positive side effects of skateboarding as skaters learn how to play a role in their own development and lives. Because of these factors skateboarding instructors are given a unique opportunity to serve as mentors and role models for young skaters as they help them to master new skills and prepare for lifeâ&#x20AC;&#x2122;s many challenges.

Instructing Advanced Skateboarders As a reference for advanced skateboarding instruction outlined below are six different categories of skateboarding tricks. The categories of skills were created purely for the purpose of skateboarding instruction, and are by no means intended to be a comprehensive or definitive list of skateboarding skills. Many of these maneuvers and skills can be combined and connected between categories, as well as performed on a variety of different obstacles. Since skateboarding is so subjective, so can be the difficulty level of performing these different types of maneuvers for different skaters. As with any new skill, skaters should feel confident and prepared for the challenge before an instructor attempts to teach any new maneuvers.

Class 3: Expertise Six Categories of Skateboarding Tricks Much like the act of skateboarding itself, it can be hard to define different styles of skating and categorize many of the different tricks and maneuvers. Although many maneuvers may incorporate a number of basic skills into one trick, there are fundamental starting points or skill areas that can be isolated. In an effort to help illustrate a path for progression skill areas have been grouped into six categories. The difficulty level of each skill area and the actual tricks within those areas is extremely subjective. Skaters will commonly skip some skills, or may advance faster in a particular area they find more appealing or tend to have a natural talent or for. Although every skater’s path of progression will be different, instructors can help students to create a well rounded foundation of skills that will help prepare them to master more advanced and technical maneuvers.

Skill Categories • The Grind A grind is any trick that involves the sliding or “grinding” of the skateboard truck against a variety of surfaces. • Airs Performing aerials, or “catching air” is accomplished anytime the skater and the skateboard are both physically in the air at the same time. • Slides A slide is any maneuver that requires the skateboarder to slide the bottom of the skateboard deck across any given surface. Skaters can slide on the skateboard’s tail, nose, or “rails” (between the trucks.) • Plants Foot and Hand Plants are any skateboarding trick (other than pushing) that requires the skater to step off of their board momentarily to plant their foot or hand. Examples include the “Boneless,” “No-Comply,” and “Hand Plant.” • Technical Tricks Technical tricks are performed on virtually every type of skateboarding terrain and are executed by spinning or turning the skateboard on a separate axis from the body. Examples include “Kick Flips,” “Shuvits,” “Heel Flips,” and “Varials.”

Class 3: Expertise Closing Working to implement safe, quality, programming can help create the safest skateboarding environment possible for all participants. Introductory lessons and educational programs can prove to benefit all skatepark user groups. Utilizing and partnering with local resources like skateboarding specialty shops and schools can also help your organization find qualified instructors. In addition, involving retailers and respected skaters can help tremendously to create a sense of ownership for and stewardship for your skatepark as well as help build trust with the local skateboard community. Although previous experience working in instructional settings is always a benefit, any proficient and responsible skateboarder can learn to teach skateboarding safely when given the right tools and resources to work with.

Taking skateboarding to the next level will be a pursuit that most students will enthusiastically pursue. This life-long activity will be built on the foundation that the instructor provides.

Appendix Additional Materials In this section you will find additional materials and diagrams that will provide additional support for your program. These pages may be photocopied and distributed to students as you see fit. The following documents are contained here. 10 Rules of Skatepark Etiquette and Safety This sheet covers the 10 "cardinal rules" of skatepark safety. Flow An example of how to perceive the user traffic through a skatepark environment. Online Resources A few websites that you may find helpful or interesting. Lesson Goals This short questionnaire may be used to collect and record student aspirations and encourage a pattern of self-assessment. Liability Waiver A sample liability waiver that you may use to pattern your own. National Physical Education Standards For your reference.

10 RULES

of Skatepark Etiquette and Safety

1 Appendices Appendices 2 3 Never attempt to ride a skatepark before learning to properly balance on a skateboard, turn, and stop the skateboard with control.

Learn to fall safely!

Pay attention to others who are moving through the space and be prepared for those traveling in unexpected directions.

4 5 6

While dropping in or traversing the park be sure to yield to other users and communicate to those around you regarding your intended direction.

Do not stop, stand or sit where other park users may want to travel. Be aware that most of the paved area of a skatepark is designed for its usage. Stay visible to other park users whenever possible and do not hang your skateboard over edges or coping until it is your turn to skate and you are ready to go.

Observe all park rules and signs. Do not skate in active parking lots or in high traffic areas around the skatepark.

Skate within your limits and keep your board under control at all times. Never shoot your board away from you intentionally. Do not attempt tricks or maneuvers where you risk being out of control.

Wear a helmet at all times. Wear additional safety equipment if needed or required. Practice using your pads correctly. Do not wait until you are injured before you regret wearing protection.

9 10

Inspect all equipment and the surface of the skatepark before skating.

Have a plan for emergencies.

Permission granted to photocopy this page.

FLOW This example skatepark has two main parallel lines crossing the street area, (1 and 2). From these lines there are several places to turn off to the opposite bank, particularly over the pyramid hip (A). When coming off the opposite bank, some people will come back the way they came and others may proceed towards the far quarter, (B). The far quarter provides a turn-around place for the two dominant lines, (C). The two bowls are one-at-a-time structures so traffic is not a concern (D).

1 2 A

B D C

ONLINE RESOURCES There are some great resources online for building on the skateboarding experience and expanding a student's trick repetoire. LIST OF SKATEPARKS

Concrete Disciples www.concretedisciples.com The most comprehensive list of skateparks as of this printing.

SKATEPARK DEVELOPMENT

Skaters for Public Skateparks www.skatepark.org A non-profit organization dedicated to skatepark awareness, education and advocacy.

SKATEPARK FUNDING Tony Hawk Foundation www.tonyhawkfoundation.org The nation's only foundation dedicated specifically to skatepark construction funding. SKATEBOARDING INDUSTRY

International Association of Skateboard Companies www.skateboardiasc.org A trade organization and contact point for industry connections.

INSTRUCTIONAL VIDEOS YouTube, eHow www.youtube.com, www.ehow.com Both sites provide a vast assortment of user-submitted instructional content. Quality and accuracy may vary. MISCELLANEOUS SKATEBOARDING SITES Note that the following sites may not be suitable for all ages. The Berrics www.theberrics.com Transworld Skateboarding skateboarding.com Thrasher Magazine www.thrashermagazine.com The Skateboard Mag www.theskateboardmag.com

LESSON GOALS Name____________________________________ Age____________ Gender M____ F______

1. Have you ever skateboarded before? Yes_________ No___________ If so, for how long? (Or how many times) ___________________________

2. Have you ever been to a skatepark before? Yes_________ No___________ If you have what skatepark is your favorite? ___________________________

3. Please circle an overall goal for the lesson today. A. In this lesson I would like to have fun and learn to ride a skateboard with control. B. In this lesson I would like to learn some new skills that would help improve my skateboarding. (Skills may include: Ollies, Manuals, Kick Turns, and so on.) C. In this lesson I would like to have fun and learn to ride the skatepark with control. D. Dude I shred! Teach me some â&#x20AC;&#x153;gnarlyâ&#x20AC;? new tricks I can use!

4. In my own opinion I would consider myself: A. A Beginner (I have never even stepped on a skateboard before) B. A Novice (I am just getting started and want to learn more) C. Intermediate (I can ride my board but want to learn some new skills) D. Advanced (I know lots of tricks but want to learn more)

5. A personal goal for myself today would be to: _______________________ _________________________________________________________________

SKATEBOARDING PROGRAM LIABILITY WAIVER Parent/Guardian Permission to Participate & Acknowledgment of Risk: I hereby give permission for my child to participate in the activity listed above. I am aware that there are risks and dangers inherent in this activity such as, but not limited to, the hazards of, injury from falling, inclement weather, illness, the forces of nature, and vehicle travel to and from the starting place. I am aware that it is not possible to foresee and prevent all potential losses arising from outdoor activities. Knowing the risks and dangers, I understand the possible consequences of my child participating in such activity could include: injuries from falling, consequences from inclement weather, as well as other injuries inherent in such activities & the travel to and from them. By signing below, I hereby agree to allow my child to participate in this activity with full knowledge that there are real risks of loss inherent in it. By signing below I expressly assume on behalf of my child all risk of injury, including death, associated with this activity. I hereby state that to the best of my knowledge, my child has the necessary mental and physical skills and ability to participate in the activity. As the child’s parent or guardian, I assume full responsibility for my child for bodily injury, death and loss of personal property and expenses thereof. I understand that my child will be required to follow instructions and abide by reasonable safety procedures. Additionally, my child agrees to wear or use all required safety equipment as instructed. I expressly assume on behalf of my child all risk of injury, including death, in the event my child fails or refuses to wear or use all required or recommended safety equipment. I understand that Portland Parks/David Douglas Schools reserves the right to refuse to allow my child to participate in part or all of the activities if they are determined to be incapable of participating safely. Equipment: All students will be required to wear a helmet. Parents may choose one of the following: (Please sign one of the following statements.) It is not necessary for my child to wear knee pads &/or elbow pads_____________________________(parent signature) ———————OR——————— My child will wear___ knee pads &/or ___ elbow pads____________________________________(parent signature) I have read, understood and accepted the terms and conditions stated herein and acknowledge that this agreement shall be effective and binding upon my child & me during the entire period of participation in the activity. Medical release statement: By signing below, I hereby give my consent for any emergency anesthesia, surgery, hospitalization or other medical treatments that might become necessary for my child. As my child’s parent or legal guardian, I hereby agree to take full financial responsibility for any such care. Child's name (print) ____________________________ Parent's name (print)____________________________ Address___________________________________ Phone (home)_____________ work/cell_______________ Health Insurance Co. ____________________ Group Name/number __________________ ID # ____________ Second person to contact (emergency)________________ Phone___________________ Parent/Guardian signature: ________________________________ Date: __________ Please list any medical concerns (illnesses, injuries, medications, allergies, or any other condition which could effect your child's participation in this activity). Continue on back of this sheet if necessary. ______________________________________________________________________________________________________________

PHYSICAL EDUCATION STANDARDS The craft of skateboarding can help adolescents and growing children to acquire many of the different skills needed to perform a variety of different activities. An enthusiastic skater can help develop and enhance their social skills and self-esteem, as they have fun and stay physically fit by regularly participating in the athletic activity of skateboarding. Through the act of skateboarding skaters naturally learn the values and benefits of physical activity and its contributions to a healthy lifestyle. Skateboarding instruction can be an important tool for physical education programs as it is easily modified to meet individual student’s abilities, and naturally follows a sequential acquisition of skills. According to the National Sporting Goods Association skateboarding participation for youth in the United States increased dramatically by 156% between the years of 1995 and 2005. This phenomenal growth is seen primarily at a crucial age when physical activity can drop dramatically in adolescents. Embracing the “New P.E.” and the kinds of non competitive activities that kids are already interested in can help to improve participation and engagement in pre-existing physical education programs. National Standards for Physical Education Adapted From Moving into the Future: National Standards for Physical Education, 2nd Edition According to the National Association for Sport and Physical Education physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. A physically educated person: Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. When taught properly as a physical education activity, skateboarding can easily meet all six of these different physical education standards. Incorporating a sequential curriculum for teaching fundamentals, setting goals, and working to promote responsible behavior and habits when skating can create a relatively safe learning environment for success among all participants Physical Activity Guidelines. Adapted From: Physical Activity for Children: A Statement of Guidelines for Children Ages 5 - 12, 2nd Edition Guideline 1. Children should accumulate at least 60 minutes, and up to several hours, of age-appropriate physical activity on all, or most days of the week. This daily accumulation should include moderate and vigorous physical activity with the majority of the time being spent in activity that is intermittent in nature. Guideline 2. Children should participate in several bouts of physical activity lasting 15 minutes or more each day. Guideline 3. Children should participate each day in a variety of age-appropriate physical activities designed to achieve optimal health, wellness, fitness, and performance benefits. Guideline 4. Extended periods (periods of two hours or more) of inactivity are discouraged for children, especially during the daytime hours. Center for Disease Control and Prevention Guidelines for School and Community Programs to Promote Lifelong Physical Activity Among Young People. Key Principles The guidelines state that physical activity programs for young people are most likely to be effective when they: • Emphasize enjoyable participation in physical activities that are easily done throughout life. • Offer a diverse range of noncompetitive and competitive activities appropriate for different ages and abilities. • Give young people the skills and confidence they need to be physically active.

• Promote physical activity through all components of a coordinated school health program and develop links between school and community programs.

5. Extracurricular Activities Provide extracurricular physical activity programs that offer diverse, developmentally appropriate activities—both noncompetitive and competitive—for all students.

Recommendations The guidelines include 10 recommendations for ensuring quality physical activity programs. 1. Policy Establish policies that promote enjoyable, lifelong physical activity. • Schools should require daily physical education and comprehensive health education (including lessons on physical activity) in grades K–12. • Schools and community organizations should provide adequate funding, equipment, and supervision for programs that meet the needs and interests of all students. 2. Environment Provide physical and social environments that encourage and enable young people to engage in safe and enjoyable physical activity. • Provide access to safe spaces and facilities and implement measures to prevent activity-related injuries and illnesses. • Provide school time, such as recess, for unstructured physical activity, such as jumping rope. • Discourage the use or withholding of physical activity as punishment. • Provide health promotion programs for school faculty and staff. 3. Physical Education Implement sequential physical education curricula and instruction in grades K–12 that: • Emphasize enjoyable participation in lifetime physical activities such as walking and dancing, not just competitive sports. • Help students develop the knowledge, attitudes, and skills they need to adopt and maintain a physically active lifestyle. • Follow the National Standards for Physical Education. • Keep students active for most of class time. 4. Health Education Implement health education curricula and instruction that: • Feature active learning strategies and follow the National Health Education Standards. • Help students develop the knowledge, attitudes, and skills they need to adopt and maintain a healthy lifestyle.

6. Family Involvement Encourage parents and guardians to support their children’s participation in physical activity, to be physically active role models, and to include physical activity in family events. 7. Training Provide training to enable teachers, coaches, recreation and health care staff, and other school and community personnel to promote enjoyable, lifelong physical activity among young people. 8. Health Services Assess the physical activity patterns of young people, refer them to appropriate physical activity programs, and advocate for physical activity instruction and programs for young people. 9. Community Programs Provide a range of developmentally appropriate community sports and recreation programs that are attractive to all young people. 10. Evaluation Regularly evaluate physical activity instruction, programs, and facilities. The first key principle of the CDC’s guidelines illustrates the importance of children learning to enjoy being physically active, and adopting a sport or hobby they can actively participate in throughout their lives. As educators work to fight the growing threat of obesity it is important for us to remember to incorporate activities children already enjoy into more traditional settings. The fact is that skateboarding is one of the favorite pastimes for kids throughout the world. Rather than constantly working to “sell” or generate interest from disengaged kids in traditional sports and physical activities, why not focus in on students’ interests and embrace other popular activities like skateboarding for P.E. programs? As the popularity of many competitive and traditional athletic activities continues to decline the significance and importance of embracing alternative activities like skateboarding becomes even more relevant.