NCCP PATHWAY 13. Respect in Sport 18. Long Term Participant Athlete Development Model 19. Lesson Plan Overview 30. Cutting Edge Pin Program 38

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1 COACHING MANUAL 1

2 TABLE OF CONTENTS TRAINING 3 FUNdamentals Leader 3 FUNdamentals Coach 4 Introduction to Competition 7 Level 3 & Competition Development 8 Certification 10 NCCP PATHWAY 13 Respect in Sport 18 Long Term Participant Athlete Development Model 19 Lesson Plan Overview 30 Cutting Edge Pin Program 38 Short Track Crash Protection & Prevention 41 Long Track Crash Protection & Prevention 44 Helpful Links 47 2

3 TRAINING FUNdamentals Leader The FUNdamentals Leader workshop is a 8.5 hour workshop that introduces participants to the sport of speed skating. After completing FUNdamentals Leader course, the coach will be trained to assist in practices and provide skaters with a safe training session. The modules presented include: Introduction Safety and Equipment Ethics Basic Teaching Concepts Developing and Observing Speed Skating Movements It is not possible for a coach to receive certification within this context. Upon successful completion of this course coaches will receive recognition as having been trained as a FUNdamentals Leader and recognized as trained in the Initiation Context of the Community Stream for speed skating by the Coaching Association of Canada (CAC). FUNdamentals Coach The FUNdamentals course combines specific speed skating skills and general coaching concepts in a 25 hour course broken down into eight modules. After completing the 3

4 FUNdamentals, the coach will be prepared to take inexperienced athletes and provide them with safe and educational training sessions teaching them basic speed skating skills. This course is generally delivered over two weekends. The modules presented include: Introduction Learn about the NCCP, coaching certification in Canada, and where you fit in. Learn about the sport of speed skating including its history, disciplines and current Canadian stars. Work with the Fair Play philosophy and discuss the various roles of the coach. Understand why athletes are involved in sport, and howyou can influence that motivation. Making Ethical Decisions Analyze a situation that has moral implications. Determine whether the situation has legal or ethical implications. Identify the ethical issues in the situation. Apply the NCCP ethical decision-making framework to respond to an ethical situation adapted to the coaching context, and produce a response that is consistent with the NCCP Code of Ethics. Speed Skating Technique I Develop your own speed skating by learning the basics of speed skating on ice, including straightaway skating, skating the corners and starts. Refine your own technique while learning the proper technique for your skaters. Understand the basic biomechanics behind speed skating. 4

5 Managing a Practice I Organize activities within a practice plan that is well structured, is adapted to athletes age, and reflects safety considerations. Distribute activities appropriately in the various parts of the practice. Identify potential risk factors for the sport and the activities. Design an Emergency Action Plan (EAP). Identify suitable practice goals. Design activities that have appropriate characteristics for the sport, the age group, and athletes proficiency level. Design activities to obtain certain training effects on the athletic abilities required in the sport. Work with the prepared FUNdamentals practice plans so that you can apply them in your own coaching situation with confidence. Get introduced to the idea of sport program orientations and periodization. Become aware of proper hydration, and sound warm-up and cool-down practices. Analyze Performance I Learn how to correctly identify major technical flaws in your skaters technique. Observe skaters practicing in order to practice your observational skills. Examine video clips with clear examples of major technical problems. Become familiar with this material in Workshop A, and refine it in Workshop B. Teaching and Learning I Assess your own beliefs regarding effective teaching. Analyze certain coaching situations to determine whether they promote learning. Create conditions that promote learning and self-esteem through (1) appropriate consideration of the affective, cognitive, and motor 5

6 dimensions of learning; (2) the use of words and methods that relate to the athlete s preferred learning style; (3) a sound organization; (4) active supervision; (5) and the provision of feedback that is well formulated and offered at the right time and with the right frequency. Use teaching assessment grids to gather objective information on teaching effectiveness. Interpret this data to develop an action plan to enhance teaching effectiveness. Speed Skating Equipment I Become familiar with all of the common speed skating equipment, and the variations between short track and long track equipment. Learn how to sharpen blades. Become familiar with this material in Workshop A, and refine your knowledge in Workshop B. Peer Teaching The purpose of this activity is to give coaches an opportunity to put into practice the skills they have learned from the Teaching and Learning I module along with the knowledge they have gained from thespeed Skating Technique I module. In essence, the coaches will demonstrate their teaching skills while using effective drills and activities to impart speed skating skills to their athletes. Following the first weekend coaches will receive the status of In-Training, and upon successful completion of all modules coaches will receive the status of Trained for the FUNdamentals context. In order to receive full certification, coaches are required to complete an evaluation which includes the submission of a portfolio and 6

7 an on-ice evaluation. Upon a successful evaluation coaches will be certified as a FUNdamentals speed skating coach by Speed Skating Canada and recognized as a Certified in the Instruction stream in the Beginner context by the Coaching Association of Canada (CAC). Introduction to Competition NCCP Introduction to Competition Course for Speed Skating The Introduction to Competition course combines specific speed skating skills and general coaching concepts as they apply to participants competing at a local or provincial level in a 32 hour course broken down into thirteen modules. Upon completion of Introduction to Competition, the coach will be prepared to provide developing competitors with the basic skills necessary for successful competition. This course is generally delivered over two weekends. The modules presented include: Role of the Coach Planning a Practice II Teaching and Learning Speed Skating Technique II Analyze Performance II Speed Skating Equipment II Mental Preparation - Fitness Nutrition Design a Sports Program 7

8 Manage the Aspects of the Program Support the Competitive Assessment and Evaluation Following the first weekend coaches will receive the status of In-Training, and upon successful completion of all modules coaches will receive the status of Trained for the Introduction context of the competition stream. In order to receive full certification, coaches are required to complete an evaluation which includes the submission of a portfolio and an on-site assessment. Upon a successful evaluation coaches will be certified as an Introduction to Competition speed skating coach by Speed Skating Canada and recognized as a Certified in the Introduction context of the Competition Stream by the Coaching Association of Canada (CAC) Level 3 Technical Competition Development The Competition Development course is a 30 hour course aimed at teaching fundamental principles applicable to coaching high performance athletes. The objectives of Level 3 are to develop a high level of technical expertise necessary to coach advanced skills. Topics are: Analysis of Skating Skills Physical Preparation of Skaters 8

9 Principles of movement Seasonal and yearly plans Correction of errors in skating National team programs Correction of errors (imitations and training aids) Sample of existing training programs Common errors in long and short track skating Equipment for training Mental Preparation and Goal Setting Care and Prevention of Injuries Emotion control and competitive anxiety Types and causes of injuries Strategies for mental training Emergency situation and care Collaborative goal setting Prevention and treatment of injuries Competitions Special consideration for adolescent skaters Draw, protest and doping control Development of advanced strategies and tactics Rules Managing a team 9

10 Certification Speed Skating Canada s Coach Certifications are recognized as part of the National Coach Certification Program (NCCP) distinguish between training and certification. Coaches can participate in training opportunities to acquire or refine the skills and knowledge through many different channels including Speed Skating Canada and Coaching Association of Canada recognised NCCP courses, programs offered by colleges and universities as well as a broad range of other training providers throughout the sport system. However, to become certified in a coaching context, coaches must be evaluated on their demonstrated ability to perform within that context in areas such as program design, practice planning, performance analysis, program management, ethical coaching, support to participants during training, and support to participants in competition. Certified coaches enjoy the credibility of the sporting community and of the athletes they coach because they have been observed and evaluated doing what is required of them as a competent coach. Certifications issued by Speed Skating Canada are recognised as part of the NCCP program administered by the Coaching Association of Canada meaning that certified coaches have meet or exceeded the standards shared by more than 60 national sport organizations in Canada. Fostering confidence at all 10

11 levels of sport, certification is a benefit shared by parents, athletes, sport organizations, and our communities. Certification Contexts To become certified in a coaching context, coaches must be evaluated on their demonstrated ability to perform within that context in areas such as program design, practice planning, performance analysis, program management, ethical coaching, support to participants during training, and support to participants in competition. Contexts are defined by the nature of sport participation of participants; the following certifications are available from Speed Skating Canada: FUNdamentals Coach Introduction to Competition Level 3 and Competition Development Obtaining Certification Certification can be obtained by two methods. In both instances, certification is granted based on a coach s ability to demonstrate specific skills and knowledge in their coaching environment. 1. Enroll in training and then complete the certification requirements following your training. See Coach Training. 2. Proceed directly to evaluation. If you are a former athlete, if you have coached previously in speed skating, or have gained knowledge and experience in a different way, a direct to evaluation option for 11

12 certification may be for you. See Direct to Certification. Tracking Certification All coach training and certification is tracked in the Coaching Association of Canada s on-line database The Locker. As a coach completes training and evaluation activities they are granted a certification status. Once a coach has achieved a certified status, they will be able to pursue further training and evaluation activities to achieve gradations recognising additional depth and/or breadth of skills and/or knowledge. Transfer of Qualifications As new NCCP certifications have been developed, coaches certified in the old NCCP Levels system have been required to upgrade certain credentials in order for certifications to be recognised in the new NCCP. Fostering confidence at all levels of sport, certification is a benefit shared by parents, athletes, sport organizations, and our communities. Please note, as new NCCP certifications have been developed, coaches certified in the old NCCP have been required to upgrade certain credentials in order to be recognised by the NCCP. 12

13 NCCP Are you wondering where you fit in the NCCP stream this outline is provided to help you COMMUNITY SPORT COACH Who are you You may already coach at the community level or you re thinking about coaching. Often, you re a parent whose child is involved in sport, or a volunteer who works with participants of all ages that are new to a sport. There are generally two levels of workshops for community sport coaches which are called Initiation (or introduction) workshops, and Ongoing participation workshops. Initiation workshops focus on participants who are being introduced to a sport. In many sports this is very young children participating in the sport for the first time. In a few sports, initiation into the sport can occur with youth or adults. Participants get involved to meet new friends, have fun, and to learn a new activity. The role of the coach is to ensure a fun and safe environment and to teach the development of some of the FUNdamentals stage skills and abilities for participants. Ongoing participation workshops are typically for either youth participating in a recreational environment, or masters participants participating for recreation, fitness, and socialization reasons. The participants are in 13

14 the Active for Life stage of long-term athlete development. The role of the coach is to encourage participants to continue their involvement in the sport. COMPETITION COACH Who are you You re typically a coach who has previous coaching experience or you re a former athlete. You may already coach a team at the regional or provincial level, and you tend to work with athletes over the long term to improve performance. Coaches in the Competition stream usually have previous coaching experience or are former athletes in the sport. They tend to work with athletes over the long term to improve performance, often in preparation for provincial, national, and international competitions. There are three levels of workshops for competition coaches that reflect the stages of athlete development: Introduction, Development and High Performance. The Introduction level of competition workshops are designed for coaches of athletes moving from the FUNdamentals to the Learn to Train and Train to Train stages of long-term athlete development. The Development level of competition workshops are designed for coaches of athletes ranging from the Train to Train to the Train to Compete stages of long-term athlete development. 14

15 The High Performance level of competition workshops are typically reserved coaches of athletes in the Train to Win stage of long-term athlete development although there is the possibility of some phasing in of a Train to Compete athlete into the High Performance level because of the fluidity of the stages of long-term athlete development. Coaches in this stream require specific skills and abilities in order to meet the needs of their athletes. INSTRUCTION COACH Who are you Coaches in the Instruction stream must have sport-specific skills and training, whether coaching at the beginner or advanced skill level. Many are former participants in the sport. Instructors in the Instruction stream must have sportspecific skills and training, whether instructing at the beginner or advanced skill levels. Many are former participants in the sport. The Instruction stream has three different levels of workshops: Beginners, Intermediate performers, and Advanced performers. Instructors in the Beginners level of Instruction are usually working with participants who are experiencing the sport for the first time through a series of lessons. Typically there s no formalized competition at this level -- it s strictly about skill development and there is a short timeframe of interaction between the instructor and the participant. 15

16 Instructors in the Intermediate and Advanced performers level of Instruction are very specialized and are specifically there to assist athletes crossing over from competitive sport to gain enhanced skills, and in some cases, tactical development specific to their sport. Trained vs. Certified The NCCP model distinguishes between training and certification. Coaches can participate in training opportunities to acquire or refine the skills and knowledge required for a particular coaching context (i.e. Competition- Introduction) as defined by the sport and be considered "trained". To become "certified" in a coaching context, coaches must be evaluated on their demonstrated ability to perform within that context in areas such as program design, practice planning, performance analysis, program management, ethical coaching, support to participants during training, and support to participants in competition. Certified coaches enjoy the credibility of the sporting community and of the athletes they coach because they have been observed and evaluated doing what is required of them as a competent coach in their sport. They are recognized as meeting or exceeding the high standards embraced by more than 60 national sport organizations in Canada. Fostering confidence at all levels of sport, 16

17 certification is a benefit shared by parents, athletes, sport organizations, and our communities. NCCP coaches are described as follows: In Training when they have completed some of the required training for a context Trained when they have completed all required training for a context; Certified when they have completed all evaluation requirements for a context. Maintenance of Certification The Coaching Association of Canada and its partners recognize the value of having certified NCCP coaches that are engaged in Professional Development programs which reinforce the values of lifelong learning and sharing amongst the coaching community. In order for NCCP coaches to maintain their certified status, they will be required to obtain Professional Development (PD) points. PD points can be earned through a multitude of activities that coaches already participate in, including: national and provincial sport organization conferences and workshops, elearning modules, NCCP workshops, coach mentorship programs, and active coaching. In most cases coaches are already earning their required PD points -- Maintenance of Certification Status is 17

18 simply the introduction of tracking these points and recognizing coaches for their efforts. RESPECT IN SPORT Sport Manitoba believes in being proactive in ensuring sport in our province is safe and welcoming for all participants. Respect in Sport helps us promote those values through a simple and convenient on-line training course for coaches and sport leaders. It is designed as a tool to assist coaches in identifying and dealing with abuse, neglect, harassment, and bullying in sport. Respect in Sport is a required on-line training program for all coaches registered with a Provincial Sport Organization in Manitoba Respect in Sport 18

19 Skater Development LONG TERM PARTICIPANT ATHLETE DEVELOPMENT MODEL (LTPAD) Speed Skating Canada is committed to the holistic, developmentally appropriate development of skaters and helping each individual participant achieve his or her own level of excellence. Skaters need to be exposed to be doing the right thing, in the right way at the right time in their development. Speed Skating Canada describes this development through its Long Term Participant and Athlete Development (LTPAD) model. A model which specifically adapts the principles behind the Canadian Sport for Life Movement and Long Term Athlete Development which lays a path for athlete development for all sports in Canada. Science, research and decades of experience all point to the same thing: kids and adults will get active, stay active, and even reach the greatest heights of sport achievement if they do the right things at the right times. SSC s Long Term Participant and Athlete Development Model has 9 stages. Stage 1: ACTIVE START (0-6 years) Active Start is where it all begins. Participants are of pre-school age and this is the stage where children are learning to move. Children in this stage should learn how to run, jump, throw, catch, kick, float, glide and slide. Most of these skills can be parent led and be done in a local park, rink or even in your backyard. In the latter half of this stage, structured 19

20 Learn to Skate programs are a great way to learn basic skating skills. There are no speed skating specific programs for participants in the Active Start stage of development. Programs that are offered by speed skating clubs are focused on learning to skate and do not require long blade skates to participate. If the local speed skating club does not offer a learn to skate program, participants are encouraged to participate in Skate Canada's CANskate program or a learn to skate program offered by your local municipality. An early active start enhances development of brain function, physical coordination, gross motor skills, and posture and balance. An active start also helps children to build confidence, social skills, emotional control, and imagination while reducing stress and improving sleep. Stage 2: FUNdamentals (girls 6-8, boys 6-9) The FUNdamentals stage is the second of three critical stages in the development of physical literacy. During this stage children learn to move more efficiently, acquire fundamental movement skills and work on the ABCs of Agility, Balance, Coordination and Speed all in a safe, welcoming and fun environment. Ideally, children will be exposed to lots of different sports and activities to develop their physical literacy. On ice, speed skating programs will focus on teaching fundamentals skating and introducing speed skating specific skills. 20

21 Participants are of early elementary school age and need to participate in a variety of well-structured club based activities which focus on fun. Programs will make use of the entire ice surface, skating on different tracks and in both directions. Skaters should only be encouraged to begin skating on long blades when they are completely comfortable on hockey skates can comfortably skate forwards, turn and maintain their balance on hockey skates. Racing on skates mini-meets should be a regular part of skating programs, with club mini-meets representing the first introduction to formal competition. Mini-meets should features a combination of short races on a track of 100m or less and skill based events which reinforce the development skating specific skills and be less than four hours in duration. More formal inter-club and regional competitions may be introduced but are not a high priority and should be limited to one or two exposures per season. Stage 3: LEARNING TO TRAIN (girls 8-11, boys 9-12) Learning to Train is the most important stage for the development of sport specific skills (technique). It is also stage where participants may begin to more actively engage in competition, though preparation for competition is not the focus. Many children may begin to develop a preference for a given sport, however for full athletic development skaters need to engage in a broad range of activities and should continue to be active in two to three other sports throughout the year. Focusing on a single sport is strongly discouraged. 21

22 Participants are of late elementary school age and need to participate in a variety of well-structured club based activities which focus on the development of speed skating technique, while keeping the learning environment fun. The Cutting Edge Program or other tools should be used to monitor skill development. Most skaters will practice on long blades, though it is possible for basic technique to still be introduced on hockey skates. Where possible skaters are encouraged to participate in both short track and long track skating. Racing on skates should be a regular part of skating programs, with skaters progressively being introduced to formal competitions at a local and regional level. Minimeets and formal competitions should feature a combination of short races on a track of 100m or less, an introduction to endurance and team events as well as skill based events which reinforce the development skating specific skills. Stage 4: TRAINING TO TRAIN (girls 11-15, boys 12-16) The Training to Train stage of development is one of the most important stage in an athlete's development. It is often the stage in which we make or break an athlete. This is when the athletes are going through puberty and are facing significant social pressures. More specifically bodies are continually changing so training needs to be tailored to each athlete's individual growth and development. A positive experience, high quality, developmentally appropriate programming and careful monitoring during this stage of development will provide the solid foundation 22

23 necessary upon which athletes can remain active for life of pursue competitive sport objectives. Participants in the Training to Train stage of development are of middle/high school age and are experiencing their growth spurt. The ages that define this stage are based on the approximate onset and end of the adolescent growth spurt. This period is generally defined as ages 11 to 15 years for females and 12 to 16 years for males. Skaters are becoming athletes during this stage and need to build an aerobic base and consolidate their sport- specific skills. Towards the end of the stage, they need to focus on strength and the anaerobic alactic energy system. At this stage, athletes are ready to consolidate their basic sportspecific skills and tactics. It is also a major fitness development stage. For skaters wishing to pursue higher levels of competition increased training hours are needed at this stage to develop each athlete s long-term potential Stage 5: LEARNING TO COMPETE (females 15-17, males 16-18) The Learning to Compete stage of development is the stage of development where athletes begin to engage on the high performance pathway and the emphasis on training is on preparation for competition. Skaters will train to consolidate their technical and tactical abilities and continue to build their physical capacities. In this stage of development all physical capacities are fully trainable. 23

24 Skaters in the Learning to compete stage of development are in their last years of high school. This is the stage where skaters choose to become serious. Skaters need to commit to high-volume and high-intensity training throughout the year. Not all skaters will enter this stage of development and other may choose to make the commitment at a slightly older age. Although there is an increased emphasis on competition during this stage, physical development remains very important as skaters look to Optimize their engine. It should be noted that all objectives of the Training to Train stage must be achieved before the objectives of Learning to Compete can begin. Instruction in topics such as nutrition, sport psychology, recovery and regeneration, injury prevention, and injury management also become very important. Formal competition becomes more prominent in annual periodized training, competition and recovery plans, and includes major national and international events. Skaters may continue to compete with those who are training at lower volumes to remain active, but will be increasingly streamed into competitive pathways. Tactical development is key during this stage and a large number of the races (both in-training simulations and formative competitions) that a skaters participates in will be for the purposes of learning and experimenting with different tactics 24

25 Stage 6: TRAINING TO COMPETE (females 17-21, males 18-21) The Training to Compete stage of development is the stage of development is a continuation of the Learning to Compete stage of development where skaters have committed to the high performance pathway. The emphasis on training is on preparation for competition and programming is becoming increasingly personalized. Skaters continue to train to consolidate their technical and tactical abilities and build their physical capacities. Skaters in the Learning to compete stage of development are entering college or university and will generally be training in a Regional or National Training Centre program. Skaters have committed to a high-volume and highintensity training throughout the year and are closely monitored by coaches and members of an integrated support team (IST). Only a portion of the skaters who entered the Learning to Compete stage of development will enter this stage as this is the stage where athlete definitively commit to the high performance pathway. It is however possible for skaters to remain training at the volume and intensity of the Learning to Compete stage and engage in the training required for the training to compete stage at a later date. It should be noted that all objectives of the Learning to Compete stage must be achieved before the objectives of Training to Compete can begin. Instruction in topics such as nutrition, sport psychology, recovery and regeneration, injury prevention, and injury management also become 25

26 very important and are supported by interventions by subject matter experts. Formal competition becomes more prominent in annual periodized training, competition and recovery plans, and includes major national and international events. The choice of competitions is managed by the coach, looking to strike an appropriate balance between gaining experience and ensuring sufficient time for training. For Junior ages athletes, the focus will be on World Junior Championships and events which lead to qualification for this event, while senior aged athletes will focus on Canadian Championships and events which lead to qualification for international events. Train to Compete athletes are not the average community sport program participant. They committed athletes with recognized talent who have chosen an elite pathway that few others pursue. Skaters will by seeking qualification to national and international level competitions and selection to provincial and national development teams. Stage 7: LEARNING TO WIN (ST males & females , LT males & females 25+) The Learning to Win is one of the two final stages of development. Athletes in this stage are generally part of the National Development Team or National Team and are regularly competing on or in contention for positions on world cup teams. Being a skater in the Learning to Win stage of development can be equated to a Master s Degree. All skaters entering 26

27 this stage have achieved the objectives of the Training to Compete stage of development and will continue to work on priority areas of that stage. Preparation is highly specialized and the primary focus is refining and consolidating the skills necessary to pursue international medals and podium performance. These skaters are athletes with identified talent pursue high-intensity training to win international events. They are now full-time athletes. The previous stages have developed and optimized the skills, tactics, and ancillary capacities of each skater. Skaters have now realized their full genetic potential. They must now train to maximize and maintain their competitive performance at the highest level. Skaters require worldclass training methods, equipment, and facilities that meet the demands of the sport and the athlete and are training in National Training Centres under the supervision of National Team coaches and their integrated support team (IST) Stage 8: TRAINING TO WIN (ST males & females 23+, LT males & females 25+) Training to Win to win is the final competition driven stage of development before athletes retire to become active for life. Athletes in this stage are part of Speed Skating Canada s National Teams and are striving for podium performances at World Cup, World Championships and Olympic Winter Games. All skaters in this stage have achieved the objectives of the Training to Compete stage of development and will have progressed through the Learning to Win stage. Preparation 27

28 is highly specialized and the primary is on specific international events. These skaters are athletes with identified talent to pursue high-intensity training to win international events. They are now full-time athletes. The previous stages have developed and optimized the skills, tactics, and ancillary capacities of each skater. Skaters have now realized their full genetic potential. They must now train to maximize and maintain their competitive performance at the highest level. Skaters require worldclass training methods, equipment, and facilities that meet the demands of the sport and the athlete and are training in National Training Centres under the supervision of National Team coaches and their integrated support team (IST). Skaters in this stage know what it takes to win and develop plans with their coaches to win when it counts. Stage 9: ACTIVE FOR LIFE (any age participant, includes coaches, officials & volunteers) Active for Life is both a stage and an outcome of developmentally appropriate programming based on Canadian Sport for Life and SSC s LTPAD model. It includes everyone including skaters, coaches, officials, administrators and volunteers. The Active for Life stage is the final destination of all Canadians. In this stage, athletes and participants enjoy lifelong participation in a variety of competitive and recreation opportunities in sport and physical activity and give back by contributing to the ongoing growth and development of speed skating. 28

29 In this stage, no one is pursuing Olympic or open World Championship glory. Some athletes are Competitive for Life and are still involved in very high-performance Masters competitions that are not leading to the Olympics or World Cups while others are pursuing sport and physical activity for fitness and health, all for personal satisfaction. There are numerous opportunities for recreational speed skating in clubs across Canada and an ever increasing number of competitive opportunities for adult skaters in both the form of marathon competitions and more formal competitions and events. Active for Life, along with physical literacy and sport excellence, is one of three key outcomes within Canadian Sport for Life in which Canadians remain active in sport and physical activity for life by developing physical literacy. 29

30 Learn to Speed Skate Lesson Plans The Learn to Speed Skate Practice Plans are designed for clubs that have two or three ice session per week. The lessons have been developed as a guide for coaches at the FUNdamentals level and can be adapted or adjusted to accommodate a variety of ages, abilities and special circumstances within all speed skating situations. The Learn to Speed Skate Practice Plans should emphasize fitness, speed skating skills, social interaction and fun. For the beginner speed skaters to become advanced speed skaters, they must learn the basic principles to build a solid foundation and most importantly develop a love for the sport of speed skating. Success is dependent on enjoyment of the sport, and learning new skills. At this level teaching skills through games and other challenging activities is a very effective way to keep the attention of the participants and ensure that they are having fun. For young children, the use of metaphors is an effective tool to assist their learning. The adults on the other hand enjoy getting technical feedback as they relate better to a structured situation which allows them to practice the skills on their own. Skate is a life long skill therefore a very attractive activity in either a competitive or recreational setting. Speed skating is a perfect activity for developing and/or improving the elements of fitness, balance, coordination, endurance, strength and agility. Learning to skate has a positive effect on the successful participation in other sports such as cross country skiing and inline skating. 30

31 The Learn to Speed Skate ice sessions at the FUNdamentals level should include approximately 45 minutes of activity within a one hour time frame. Coaches instructions and feedback should be kept short and concise so as to maximize activity and minimize inactivity. This is also a very important strategy for class management. Speed Skating Technique Checklist The following checklist can serve as an important reference when teaching speed skating skills: Basic Position ankles straight up/down and bent/flexed forward skates parallel 6-8 apart knees over toes 90 bend at knees back bent at least 45 centre of gravity in middle of blade or slightly forward head up, looking 3-5 meters forwards Push to the Side During the Stride complete extension of the pushing leg all weight transfered from push leg to glide leg 90 bend in glide leg 31

32 Arms skates parallel, pointing straight ahead centre of gravity over glide leg head, knee and foot of glide leg in same vertical line relaxed yet controlled hands open arm swing no higher than shoulders arms swing backwards and forwards slight bend in elbow in front Return of Leg (Recovery) legs parallel during recovery all weight on glide leg knees and feet come together as push is initiated leg relaxed after push to side Turns glide leg bent 90 push straight out along radius lines slight head rotation to left 32

33 body lean to left left arm swing reduced feet close to ice during cross over push with pressure on the ball of the foot support leg bent 90 Starts skates parallel, to the line skates shoulder width apart even weight distribution or COG slightly forward slight bend in leading arm trailing arm loosely extended behind arms and legs working in opposition i.e. left arm/right leg together and right arm/left leg together trailing arm loosely extended behind arms/legs working in opposition i.e. left arm/right leg & right arm/left leg 33

34 Program Considerations Skating Session Management and Safety Ice etiquette should be taught. Good manners are as important here as anywhere else in life. The coach can foster an atmosphere of cooperation and helpfulness amongst the participants during each class. They can help each other with tightening their skates and learn to show consideration and respect for one another on the ice. Incidents of pushing and knocking down should be dealt with firmly and strongly the first time such incidents occur. Skating should be treated as a privilege not a right. Train the skaters also, to ask for permission before leaving the ice. Trips to the bathroom should take place before stepping on the ice. It is expected that a coach would have few difficulties particularly if the expectations of conduct are explained to all skaters before the beginning lesson of the season. Recognizing Diversity A FUNdamental Speed Skating Program is an opportune time to involve skaters of certain types of disabilities. When considering integration, it is important to remember that skill development is not necessarily the primary focus for these participants social interaction often is. Participants with a disability benefit greatly by being integrated. However, integration is important for both the participants with a disability and their peers. Research has clearly shown that both groups exhibit more positive behaviours and attitudes as a result of exposure to each other 34

35 While social interaction is generally of primary importance for the participants with a disability, skill learning and physical fitness are also very important for them and should be pursued to the fullest extent possible. Ideally, participants with a disability should be pursuing these objectives through each practice session, or through a partially adapted program within the regular group session. At times a participant may not be able to be fully active, but may nevertheless still participate as a peer mentor or by giving other assistance. Don t sell them short they will probably be able to do more than many expect. Involving a Skater with a Disability The following considerations should be made before you start your program: Ideally, you should acquire the following information about any of your participants: current health records, knowledge about their unique needs, knowledge of the physical limitations of the participants, knowledge of any special communications systems that may be needed (e.g. Braille), knowledge of resource persons available to assist in integrating the participants, and an overview of the participants skill level. Essentially, the critical questions to determine whether integration is possible are: Does the participant have any serious behavioural problems that would significantly disrupt the group? If yes, then integration might not be advised. 35

36 Does the participant have any special communication needs which must be met in order to participate in the session? If yes, the assistance should be sought to ensure satisfactory communication can be established. Does the participant have the physical capacities (strength, mobility, etc.) to adequately perform all or some of the activity skills? If not, then this will affect the type of integration that is feasible. Does the participant have any medical considerations which might limit the degree of participation in the unit s activities? If yes, this will affect the type of integration that is appropriate and the nature of the participant s physical education program. The Following Approaches Might Be Considered Peer Mentor Program: Each participant with a disability is matched with a peer mentor from the regular group. The two participants help each other with their skill learning. No program adaptation is involved. This type of integration works best for participants with comparatively high skill levels. Mixed Program: Each participant with a disability participates in the instructional sessions for the skills which he or she is able to perform. When the group engages in skills the participant is not able to perform then he/she works on alternative skills as part of an adapted skill learning program. This program is best for 36

37 participants who are able to perform some but not all of a given activity program. Discuss with the parents the programs you have developed for your participants with a disability. Implementing Your Peer Mentor Program Explain your Peer Mentor Program and its intent to the participants. Organize the participants into pairs or have the participants choose partners for themselves. If a selection proves to be inappropriate you should intervene. The participants should have similar skill levels and should be of the same age. Proceed with your instructional program and monitor the peer mentoring process. Adjust the pairs as needed. Implement Your Mixed Program Instruct the participant with a disability with the group for the skills s/he can perform. When the participant cannot perform the skill the rest of the group is learning give individual instruction as part of an adapted skill learning program. Meeting participants needs requires thoughtful planning and teaching techniques. But it does get easier after the first time and your hard work will have a positive impact on participants with a disability and their peers. Sample Practice & Yearly Training Plans 37

38 The Cutting Edge Pin Program The focus of the Cutting Edge Pin program from Speed Skating Canada continues to test, in a fun environment, the skill level of our future skating stars. With time, all developing skaters will become fitter and mature both mentally and physically. The Cutting Edge Pin Program will ensure that all skaters are taught the proper skills that will assist them to develop first as a skater, second as a speed skater, and finally as a champion. Successful completion of the Cutting Edge Pin Program will help provide young athletes with the necessary skills for high performance development. STAGING OF LEVELS Primary Testing Focus of Levels 1 through 5 Recommended Stage of Development: Stage 1: Fundamentals (Males 6-9 and Females 6-8 year olds) Fundamental movement skills such as running, throwing, rolling, jumping, gliding and kicking Suppleness and flexibility Introduction to core stability Agility, balance and coordination Mental positive attitude to sport and starting to develop concentration and confidence Equipment knowledge basic understanding Competitive knowledge basic understanding Ethics basic understanding 38

39 Skating skills gross motor skills in relation to moving forward, backwards, balance, crossing over, stopping, agility, edge control, basic position and starting Primary Testing Focus of Levels 6 through 8 Recommended Stage of Development: Stage 2: Learn to Train (Males 9-12 and Females 8-11 year olds) Skaters are starting to learn how to speed skate rather than just skate Suppleness and flexibility still very important Continued development of core stability, balance and coordination Speed elements such as agility, quickness, change of direction are tested Multi-directional movement and random movements are tested Strength in relation to body weight and jumping activities Mental understanding why we practice, early stages of goal setting and teamwork Comprehensive Knowledge getting more specific to skating Skating skills starting to test more specific and intermediate skills of speed skating Primary Testing Focus of Levels 9 through 11 Recommended Stage of Development: Stage 3: Training to Train (Males and Females year olds) 39

40 Skaters are starting to refine the speed skating skills they have learned Suppleness and flexibility still very important Continued development of core stability and more focus on peripheral stability especially at ankles and knees More challenging tests of agility, coordination, body alignment and change of direction Strength, speed and power testing is more advanced Mental setting of process and outcome goals, visualization and focus More advanced goal setting and personal management occurs leading up to completion of Level 11 Competitive Knowledge knowledge base that is important for personal best performance at Canadian Nationals and top level Provincial competition Skating skills more advanced skills are introduced For complete details on pin testing please see link below booklet_english.pdf 40

41 Short Track Speed Skating Crash Protection & Prevention Revised: June 29, 2012 Speed Skating Canada has prepared a specifications and guidelines document to be the primary reference for establishing minimum padding standards for both practice and competitions skating contexts. Please keep in mind that adequately safe does not mean perfectly safe. No crash protection system will eliminate the risks of getting injured in speed skating. However, by following these specifications and guidelines, and by using safe skating behaviours, the probability and severity of the risks will be reduced. Members are always encouraged to exceed minimum standards so that we can provide more than just an adequately safe field of play. Ultimately, to prevent injuries from crashes and/or reduce their severity, padding is only part of the answer. If a speed skater falls and slides into the boards, there are several ways in which injuries from the impact can be prevented and/or mitigated: 1. Reduce Speed Prior to Impact The longer a skater slides on the ice, the slower the skater will be going when he/she does hit the boards. Ice should be prepared such that the non-track ice is rough. The increased sliding friction will help reduce impact speeds into the boards. 2. Hit the Boards Properly Skaters must be coached to fall properly into the boards i.e. NOT 41

42 going in head-first or feet-first. Skaters should do whatever they can (that does not endanger other skaters) to achieve this result. Ideally, skaters should try to hit the boards/mats with as much of their body surface area as possible, to distribute the impact forces. Also, skaters should brace (or stiffen themselves) for the impact. This will also help protect them from various injuries. 3. The Thicker the Pads the Better If skaters are going to hit the boards, we want pads between the skaters and the boards. As a sound general principle, the more padding you have, the safer things will be. More padding will absorb more impact energy instead of the skater absorbing that energy. You can achieve this by using thick pads or by doubling-up thinner pads. 4. Foam Type Matters There are many pad details that subtly influence safety, but the last major consideration in crash protection is the compressibility of your pads. For pads along the ends of the straightaways, firmer foam is best because you want to bounce off those pads. For the rest of the rink, it s more complicated. If you only have one layer of pads (say up to 12 thick), they should either be of medium firmness or if you have two layers of foam within the 12 then the front layer should be softer than the back layer. The basic principle is that firmer foams can handle higher energy impacts, but they can also increase the chance of injury if skaters hit them head or feet first. Softer foams, on the other hand, can be 42

43 dangerous for high energy impacts but they will be safer for most types of low energy impacts. In general, try and have enough pad thickness that you can put softer foam in front and stiffer foam in back (either within one pad, or by using doubled-up pads of different firmness). A soft front with a stiffer middle and then a soft back can also be quite effective. Short Track KEF Values 43

44 Long Track Speed Skating Crash Protection & Prevention Revised: June 29, 2012 Speed Skating Canada has prepared a specifications and guidelines document to be the primary reference for establishing minimum padding standards for both practice and competitions skating contexts. Please keep in mind that adequately safe does not mean perfectly safe. No crash protection system will eliminate the risks of getting injured in long track speed skating. However, by following these specifications and guidelines, and by using safe skating behaviours, the probability and severity of the risks will be reduced. Members are always encouraged to exceed minimum standards so that we can provide more than just an adequately safe field of play. Ultimately, to prevent injuries from crashes and/or reduce their severity; crash protection (including pads and/or snowbanks) is only part of the answer. If a long track speed skater falls and slides off the track, there are several ways in which injuries from the impact can be prevented/mitigated: 1. Reduce Speed Prior to Impact The longer a skater slides on the ice, the slower the skater will be going when he/she does hit the pads/snowbanks. Ice should be prepared such that the non-track ice is 44

45 rough. The increased sliding friction will help reduce impact speeds into the pads/snowbanks. 2. Hit the Pads/Snow Properly Skaters must be coached to fall properly into the pads/snowbanks i.e. NOT going in head-first or feet-first. Skaters should do whatever they can (that does not endanger other skaters) to achieve this result. Ideally, skaters should try to hit the pads/snowbanks with as much of their body surface area as possible, to distribute the impact forces. Also, skaters should brace (or stiffen themselves) for the impact. This will also help protect them from various injuries. 3. The Thicker the Crash Protection the Better If skaters are going to slide off the track, we want pads/snowbanks between the skaters and any obstructions like trees or poles. As a sound general principle, the more padding/snow you have, the safer things will be. More material will absorb more impact energy instead of the skater absorbing that energy. 4. Foam/Snow Type Matters There are many pad/snowbank details that subtly influence safety, but the last major consideration in crash protection is the compressibility of your crash protection. In general, use soft-medium compressibility pads, if you are using pads as they will become stiffer in cold environments. If you are using snow, make sure that you can compress the snow to some extent by pushing into it with one arm. Otherwise, it may be too hard to provide much energy dissipation on impact. The basic principle is that firmer crash 45

46 protection can handle higher energy impacts, but firmer crash protection can also increase the chance of injury if skaters hit the pads head or feet first. Softer crash protection, on the other hand, can be dangerous for high energy impacts if the soft protection is in front of hard, fixed objects. But soft crash protection will be safer for most types of low energy impacts. Long Track KEF Values 46