Web 2.0 Offers New Stages to Young Skating Choreographers

By Kate McSwain

Until recently, young figure skating choreographers had few opportunities to expose their work, promote progressive creative ideas, or connect with elite artists in the field. However, with the increasing popularity of websites such as YouTube, Twitter, and Facebook—as well as the development of pioneering programs like Audrey Weisiger’s  “Young Artists Showcase” and Jodi Porter’s  “Master Choreography Techniques for Figure Skaters,”—more artistic opportunities are now available to young choreographers than ever before in the history of the sport. A new wave of young artists in the figure skating world are rapidly emerging, and with these fresh faces comes a vigorous desire to connect, create, and  share their work.

“…with social media and so many other new program opportunities readily available, promising young choreographers can gain reputation and influence in skating choreography simply by staying innovative and involved.”

Social media has facilitated the steps toward freeing the stage so young choreographers could come forward.

• Facebook has become the world’s gateway to connecting with people; and it’s the online networking system for this sport, as with many others.  Choreographers have an unprecedented opportunity to list their accomplishments, as videos or pictures of their work. Colleagues and peers can communicate across long distances and can share their artistic vision with one another.
• YouTube’s all-video website is at the core of a choreographer’s new ability to self-promote. By uploading videos of their work, an artist’s choices in movement, music, and expression can automatically be shared, and their vision can be more clearly understood.  And the public has the opportunity to easily respond via comments, “likes,” and shares.
• Similarly, even with the 140-character limit in one tweet, Twitter offers a young choreographer the ability to market their work on YouTube, or even their personal website, to a group of followers who have selected themselves for interest in the sport. They can also build a following, stay up-to-the-minute on news in figure skating, and connect with other likeminded peers and institutions such as USFSA, PSA, or figure skating clubs nationwide.

Examples of young choreographers using social media to their advantage, especially on YouTube and Facebook, include Tommy Steenberg, the winner of the inaugural Young Artists Showcase; Adam Blake, the second champion; and Garrett Kling, a second-round contestant.

Two interactive cutting-edge programs are also leading the way for figure skating choreographers pursuing careers in the field. One program challenges its contestants to stay creative and share their work weekly, while the other teaches students to identify and understand the fundamental elements of movement.

• The “Young Artists Showcase,” or YAS, is an international competition for budding choreographers, wherein they can display their work for some of the leading artists in skating.  Kurt Browning, Sarah Kawahara, Doug Webster, and Cindy Stuart have all served as judges for YAS. This program provides the ideal platform for young choreographers to gain exposure and receive constructive criticism for their work.  Audrey Weisiger founded YAS in honor of one of the most talented choreographers in figure skating history, Brian Wright. Audrey’s goal is to challenge young artists to pursue creativity and to help them connect to the rest of the skating world. The Young Artists Showcase website quotes, “YAS offers the opportunity for selected choreographers to participate in an online contest which will be a series of challenges as designed by top choreographers to help the young choreographers develop their craft.”  With the third annual competition approaching this summer, Audrey has successfully built a reputation for her project; this time around, the young contestants chosen to compete in the five weekly artistic challenges online are expected to have YAS’s largest audience yet.
• Another groundbreaking platform for emerging young choreographers is Jodi Porter’s distance learning class, “Master Techniques in Figure Skating.”  This is a live web-based master class offering 20 weeks of course study. Jodi developed this class to educate skaters in the foundational techniques of choreography. According to Jodi, “The main objective for this course is for [my] students to gain deep knowledge of compositional elements and advanced choreography techniques as they relate to figure skating.” At the end of the semester, each student who completes the curriculum receives a Certificate in Choreography for Figure Skaters. Unlike future classes, who will be able to pay for entry, the inaugural class was invited from among the ranks of young artists with an established commitment to choreography.  Their class’s focus has been on the use of cross-over techniques to apply concepts of movement in dance to movement on the ice. Jodi hopes to see her students elevate their demands of themselves, both in skating choreography and the creative process.  She is helping to yield a younger generation with higher standards in movement on the ice:  movement with no boundaries and with a more progressive, complex, and contemporary vision.

In the past, young skaters with the goal of becoming elite choreographers depended wholly on word-of-mouth marketing and waited patiently for years to gain greater exposure. But at present, with social media and so many other new program opportunities readily available, promising young choreographers can gain reputation and influence in skating choreography simply by staying innovative and involved. The art of figure skating is evolving into an increasingly advanced form of dance movement, and with so many outlets and platforms to promote their work, a new surge of skating choreographers have the potential to push artistic expectations even higher, and now, thanks to these new opportunities, more efficiently.

Photo by Sarah Brannen

–Kate McSwain travels to choreograph for competitive skaters, perform in professional ice show productions, and.direct artistic seminars with her business, ‘Sk8tivity.

Get all the latest figure skating news, great articles like this and much more – every day – by following IceSkatingWorld on Facebook.  Twitter @IceSkating

Effective Coaching

by Marilyn Norcross
(Master Practitioner of Neuro Linguistic Programing )

I believe coaches are some of the most important people in the world. They are our leaders and are in a position to touch many people’s lives.

The word teacher has its roots in the Latin word meaning ‘to lead” or to “draw out”. Good teachers draw out the best in every student. Coaches and parents who build their children’s strength find that they grow in responsibility almost daily.

Children become what they think you think of them. It is the attitude of the coaches that can make a difference and it is pleasure and fun in learning that equals improvement.

A coach is a role model who can encourage and support skaters into succeeding by forever saying “You can do it” convincing them there isn’t anything they can’t do! If a child senses a coach doesn’t care then the child doesn’t care. When a coach focuses on what is good and what works, their skater is in a good frame of mind that keeps them receptive to problem solving.

It is important to understand the source of pain or pleasure. Our self-esteem is tied to our ability to feel that we’re in control of the events in our environment. It is imperative that simple and effective rules are established and are communicated to skaters and parents.

One thing all good competitive coaches have in common is that they set high standards for themselves and their skaters and do not settle for less. They are committed to living, and being more, by tapping into their God given power thereby teaching children to do the same and to take responsibility for their own lives.

Effective coaching centers around love: love that doesn’t tolerate disrespect but also love that is powerful enough to allow kids to make mistakes. Don’t ever be afraid of making mistakes. If you can’t make mistakes, you can’t make anything. Learn from them and problem solve. This is a very important issue for enhancing self confidence, rapid learning and high self-esteem.

In order to be more successful in dealing with negative and limiting behavior, you must use your ability to influence other people. How? Successful people create rapport and rapport creates trust. When you use these skills, you begin building bridges to understanding others better.

People like people who are like themselves. We want to commune with people who are like us, who see the world in the same way as we do, who have similar likes and dislikes. Unfortunately this doesn’t happen all the time. This is where rapport is absolutely imperative.

I believe coaches are some of the most important people in the world. They are our leaders and are in a position to touch many people’s lives.

When a person likes you, they tend to want to agree with you. Children have minds of their own and have a right to exert their independence and do their own thinking. If we want to pass our values onto them, we must present these values in a way that our skaters can accept them, by our actions and our words. They won’t accept what we try to drive into their heads with lecturing and yelling.

Rapport Tips:

Before getting angry or getting sucked into their problem, remember it’s their problem. Don’t take it on!

Try the following:

1) Empathy messages. Let them know you care, so they trust you. Listen with understanding, gathering information and identify the child’s feelings.

2) Work out new courses of action: The secret to handling whining, disrespectful and negative behavior is to let children know that negative behavior is unacceptable. They will get no results until their behavior changes. Without anger in your voice, firmly give the child multiple choices. This gives them the ability to problem solve and take responsibility for their actions. Have them talk in terms of what they do want. The more specific they can be, the better. A good question from coach to skater is ,if you don’t want that, what do you want?

Example:

A) When you decide to talk with respect, I will be glad to listen to you. If their behavior changes great, if not:

• 1) Would you like to go home, go into the other room or take your skates off?
• 2) Come back when you have a better attitude and make a list of desired qualities in the person you want to be (calm, confident, enthusiastic).

B) When the child changes behavior let them know you care and love them and believe that they’re able to change. Let them know you are on their side and you will correct and disagree with them some of the time because you care so much and don’t want them to settle for less than they can be. Continue to build on this new desired self image of the skater and praise little changes.

Reprinted with premission from :

The Professional Skater Magazine
September / October 1996 - pp. 11 – 12.
©1996 by Professional Skaters Association

Gratitude from an Ice Skating Fanatic

Support the Tornado victims at Redcross.com

by Katherine Ruch

In terms of being dedicated to the cause, I have thought about whether or not I’m just really dedicated, slightly nuts, or a happy mix of both? The month of March has held snow, heavy showers and tornadoes around the state of Kentucky. On the day of the Tornado watch while most were running errands and preparing to hunker down, I decided to head to the ice rink like any dedicated crazy person! With an ice rink that is below ground, you can’t be any safer in your basement than at the locker room at the rink! It was a great day to figure skate because there was almost no one there and at it reminded me of what is really important. My friends and family were all safe and I get the gift of doing what I love pretty much every day. Crazy or not, I sure did feel lucky that day.

The month of March holds not just a Competition for me but also a Moves in the Field Test! The competition is going to be interesting simply because I have been putting so much of my effort into this test! It can’t possibly be a good sign that I can count the number of times I have done my program during the last two weeks on both hands! The competition happens to be the weekend after the test so maybe after a breathe a very short sigh of relief I can put all my focus into that!

I know that regardless of how the test pans out, I will be able to say that I put all the preparation into it that I possibly could. I have literally gone through each of the moves countless times, especially those darn Brackets! I’m even thinking about the test while I’m trying to sleep! With a little less than a week before the test, I have devised some goals of my own!
1. Regardless of how the test goes, I will keep skating and giving it my all!

2. Keep smiling regardless. Maybe the judges will be so disturbed they won’t notice what my feet are doing!

3. Remember to Breathe. It wouldn’t be so very funny to pass out in the middle of the test!

Above all, I think I need to remember why I love this sport so very much and reflect on how lucky I am that I get to be a part of it! Already crossing my fingers though!

Welcome Back to Figure Skating

by Marta Nilsen

Did you take ice skating lessons when you were younger? Maybe you stopped because of financial resons, or possibly logistics.  Whatever the reason, you never realized your aspirations . You are among thousands of adults wanting to return to your childhood passion, figure skating. You now have the time and financial capability to explore activities that you always wanted to when you were a kid.

Welcome back to figure skating!

As a figure skating coach I embrace adults who want to get re-introduced to the sport. Let me assure you that you are a welcome change from ice skating classes full of six year olds! You are interested in learning, enthusiastic and willing to try. Come on into the ice rink and try group or private lessons. Most rinks offer adult classes, which I recommend as a great place to start. If you want a more personalized approach, look for a private figure skating coach.

It’s never too late to learn! See you on the ice.

Marta Nilsen is a PSA Master-rated coach teaching at the Tampa Bay Figure Skating Academy (TBSA)

What Are Your Personal Goals for Figure Skating?

by Katherine Ruch

The start of a new year almost forces you to reflect back on the year you just had as well as prepare for the one that is ahead of you. My year essentially started with breaking in new skates, a daunting yet exciting task! A highlight from 2011 for me was a fall competition where I managed to not let my nerves destroy the experience. It was the first competition I have ever done where I didn’t feel like l fell apart while out on the ice!

Another highlight last year was passing that Silver Moves Test after the sixth try. I had begun to question whether I would ever be able to pass that darn thing! On the other hand, it was frustrating to hurt my hip in December. It got to a point where it hurt me to do usually simple things like stroking and crossovers.

While at the Doctor getting it looked at I did have a funny interaction with the Radiology Tech. He asked me if I hurt my hip doing a Triple Axel and I just about fell on the floor laughing. Even though I said “No, I said I was a skater, I never said I was a good one,” this interaction did get me thinking about how critical I am of myself. Even though I can safely say that I will never skate as well as the people we all get the joy of watching on the television, I shouldn’t let that stop me from being the best skater that I can be! It ended up that the hip injury took nothing but a lot of patience for it to get better but that seems to be the thing that I’m usually lacking!!

If the new year doesn’t get somebody pondering those goals, watching Nationals on the television sure will! As I sat glued to the television all weekend, I did manage to plot out the upcoming season in my head for both myself and my students. Before the end of the year 2012, I have set out to be able to do a Flying Camel, land an Axel, pass the Adult Gold Moves Test and last, but certainly not least, win the ongoing war between me and my nerves!

That being said, I’m planning on going to about three competitions this spring because there is no better way to conquer your fear of competing than to continue to do the very thing that terrifies you! I may even forget to get nervous at those competitions if I lose sleep over whether or not my Gold moves test will be executed with Jesus-like perfection come March! At the end of those days, I hope I can find a way to rest easy in knowing that I did the best I could do and that truly is the most anyone can ask or expect.

One of the things that I love most about coaching is trying to learn what motivates my students, because I have learned as a figure skating instructor that not everyone is looking to get the same thing out of ice skating. If I have learned anything over all these years of skating it is this: each ice skater is on their own path and that is the one to commit to or you risk facing constant disappointment. As a skater, you have to follow your own path, set your own expectations and find your own motivation. There is no one who can do that for you! I’m truly excited to see what this year will hold…

Editor’s Note: Learn more about facing your personal fears in James Smith’s “Fear Itself” blog post.

Should I Let my Daughter Quite Figure Skating?

Q. My 8 year old daughter has been skating for a year and a half. She just recently moved up to the Gamma level and has expressed a desire to quit skating. She has a history of quitting things when a greater effort is required (e.g. dance class, horseback riding), and I do not want this to be just a continuation of a pattern. She has competed successfully and likes competitions, but said she doesn’t like the work required. Do I insist she work through this or just let her off the hook? I think she can do this, but is just getting lazy! Thanks for your input.

A.   As a pro I see this very frequently. Here are some of the things that I suggest. If you are not taking private lessons, I suggest that you try a few. Private lessons can provide the instructor with the option of introducing new skills that may be more fun than practicing three-turns! Skating must be fun and sometimes that means throwing in a few advanced skills even if the student is not quite ready for them.

If you are taking privately, speak with your instructor about how both of you can add some fun to the learning process. Games like skating with beanie babies on the head teach proper body alignment and posture while the student gets a fun challenge. A second part of “fun” is the social aspect.

If your child does not have any friends at about the same level who skate, it’s highly unlikely they will continue. Having a friend to practice and play with is an important factor. Inquire about a club. Many rinks have figureskating clubs and junior clubs which could help you find some friends. They also give exposure to higher level skaters which might motivate your child to work harder to improve.

Finally, if at all possible try to allow your child to request to go skating instead of prodding them to go. Why? Typical of many kids, anything you want them to do, they won’t be interested in. Good luck and let me know how it all turns out.

Common Sense and Fun Approaches to Teaching Basic Skills

by Rebecca Nagle

Snowplow 1, 2 & 3 or learn-to-skaters can be very playful with a creative coaching mind. As we all know, attention spans are very short and the best solution is to keep their feet moving and their minds off how tired they are becoming. Games such as Hokey Pokey incorporating snowplows and two foot hops are terrific exercises.

Gather your group in a circle and begin singing “you push your right foot in, you push your right foot out…”, and let them shake their foot all about; end the verse with a two foot hop and you’re on to the other side! A full snowplow into the circle and back skating out completes the last verse of the song and you’ve just started developing their balance and snowplows as well as a lasting desire to come again next week.

Four and five year olds love to pretend so introduce silly ideas. Pretending to have animal parades by using forward and backward swizzles along with one foot glides keeps the class moving and imaginative. Koosh balls are a great trick for the extremely timid two, three or four year old skater. Toss the soft waterproof balls out of their reach and your little skaters will have fun trying to bend down and scoop them up. This is a great way to give your beginner students the confidence and falling practice they need.

Kids love stickers. Besides being used as a reward method, they can be used to demonstrate many a point to a basic skills skater. Place a sticker on the inside of their skate (usually the inside toe area) and tell them to squeeze the sticker when trying two foot glides (forward or backward). This works well with scullies also.

Other game suggestions that work well on the ice are Red Light, Green Light for forward or backward snowplows; Simon Says or singing “If you’re happy and you know it do a…” incorporating any basic skills move being learned. Remember, little people want to have fun yet need to learn.

Basic 1-6 levels or the non-jumpers, depending on your program structure, are the levels where skaters learn their basic turns, edges and crossovers-the vitals of skating! How to accomplish such a task and stay interesting requires a technically creative mind over silliness. Permanent markers, skateguards and the boards can be tools used to demonstrate.

Drawing with waterproof markers on the ice gives the children a very descript visual. A rocking horse is challenging to trace. Three or four small circles drawn for a group of ten gives the skaters the spacing they need (2-3 per circle) to practice an outside/inside edge, three turns or Mohawks.

While attempting backward one foot glides hold a skateguard in front of the torso in two hands. Have the skater think of bringing their knee up to the guard from the two foot glide position.

Another exercise that the kids enjoy is balancing a pencil or water bottle on your clipboard. Use this trick for outer swing rolls, forward edges or one foot glides. See who can go the farthest down the ice without spilling!

The boards are a terrific way to teach the bend and stretch feel of pumps. For example, have the group line up with their right side against the boards. Press right hip and ankle against the boards. Stretch right hand back and left in front. Have the Beginner skater bend their right knee over their skate while pressing their hip and ankle against the boards. Extend the left leg out to the side while bending. Repeat several times and then transfer to a circle. This should keep the skaters from doing scullies and produce real pumps instead.

Relay races incorporating two foot turns, hockey stops, t-stops, one foot glides, Mohawks and slaloms are a great way to end a group and develop strong skating.

Low level freestylers ready for spins and jumps can either be over anxious or timid in the beginning. Some commence Moves in the Field at this time and some a basic figure program. There are many creative teaching tricks at this level that can keep skating fun.

Balancing quarters on top of the hands, placing a mitten on top of the head or stickers on the palms of the hands help control those fly away arms or the leaning over of the upper torso.

Stickers again can be used for scratch spins. Place a sticker on the outer heel of the free toot in the spin. When bringing the free foot across on the scratch spin have the skater place the sticker on the outside part of the knee of the spinning leg and slide the sticker down the outside of the leg to the tight crossed position.

Airturns on the ice right from the start of the waltz jump or a half flip jump is a terrific way to get kids to lose their fear of leaving the ice (jumping). Start with simply rising up to the toes and down in conjunction with the proper arm positions. Have the group pair up and face each other while doing this. Then do a few two foot jumps with no turns. As the comfort and ability level increases so should the airturn. Begin to do a 1/2 turn with 8 repetitions and so on. A group of ten can accomplish this exercise easily.

When introducing a sit spin have each skater put a glove/mitten in the hand of the free side of the spin. After entry the skater will take the glove and place it between their knees and have the arms extend to the sides. They need to spin three times around holding the glove with their knees. They will be in a semi-sit position. This exercise is simply to have the skater understand the closing of the inner thighs and to not lean way over with their back in the spin. It is a very challenging exercise but once again great for a group of ten skaters learning sit spins.

Music, as we know, is very much a part of skating. Singing, humming or playing a variety of music can help develop rhythms or flow at this level. Back edges or the waltz eight to waltz music slows the child down and aids in the counting. Split jumps or flips to rap gets them motivated to jump high! Seasonal music once in a while, such as a scary tape at Halloween or holiday music, can uplift the attitude of a group class lesson.

At low level freestyle introduce the stopwatch which will be ever so present in their skating career. Time the skater going into their waltz-toe loop jump and have them beat their time the next skate around.

The advanced groups have fun with an introduction to hydro-blading. Use this to strengthen their muscles for the up and down motion of a sit spin or develop a better understanding of lean into the circle for crossovers, spirals or the tightening of an outer edge into a spin. Have the group challenge each other to see who can hydro blade the longest.

For additional ideas refer to the Creative Teaching Section in the PSA Coaches Manual.

Reprinted with premission from :

The Professional Skater Magazine
May / June 1997 - pp. 13 – 14.
©1997 by Professional Skaters Association

Ice Skates for the 3yo Interested Skater

Q. What sort of skates should I get for my three-year-old daughter who has yet to go skating but seems to have a great deal of interest in it?

A. I would suggest that you rent skates until she shows sustained definite interest. Put her in a 6 or 8 week group lessons class. After she finishes the class, if she is still interested, new skates could be a reward for her committment to finishing the lessons. Too many parents buy expensive skates before the child even knows if they truly enjoy skating.

When you she shows that interest, we would be more than happy to help you through our Pro Shop at IceSkatingWorld.com.

 

The Use and Abuse of Plyometrics

by Kim Goss

When Dorothy Hamill skated at the 1976 Olympics, I recall the TV announcer’s extensive praise for her tremendous jumping power. Certainly Hamill’s flawless artistic presentation played a role in her victory but what the announcer was trying to impress upon us was how Hamill had introduced to the sport a level of athleticism that was unprecedented. Dorothy Hamill was a pioneer, an athlete who was unquestionably ahead of her time.

Nowadays, of course, the performance that won Hamill the gold medal at those Olympics would barely place a skater in our least-competitive regional competitions. Triple jumps for women and quad jumps for men have become the competitive standard-and if you don’t have at least a double Axel by your 12th birthday, you might as well forget those Olympic dreams. With such expectations forced upon our athletes, ever-growing numbers of skaters are being encouraged to participate in off-ice conditioning programs. Of all the oft-ice training options skaters have to improve their performance on-ice, the one that has sparked the greatest interest is plyometrics-and with good reason. Plyometrics is considered to be one of the best ways, if not the best way, to improve jumping ability.

Unfortunately, the manner in which this type of training is being implemented in some off-ice conditioning programs may cause more harm than good.

What are Plyometrics?

Plyometric jump training, or more appropriately the “shock method” of training, refers to activities characterized by an intense jump that is preceded by a relaxed state. Dropping off a box and landing on two feet and then immediately jumping upward is an example of a true plyometric training exercise. Skipping, hopping and most jumping exercises and medicine ball throws do not fulfill the requirements necessary to be considered true plyometric training exercises.

The person most exercise scientists regard as the father of modern-day plyometrics is Professor Yuri Verkhoshansky, a Russian scientist who developed this training method to improve athletic performance. Dr. Mel Sift, a South African exercise scientist who has worked with Verkhoshansky on several projects, told me that Verkhoshansky is appalled at most of the material being published about plyometrics in this country. He believes our coaches have, quite simply, misinterpreted the original research on this subject.

One reason for this problem in communication is that often the original material published by respected Russian scientists like Verkhoshansky is not translated accurately in the US. Sift says that the Germans, who recognized the value of Russian research, often had entire teams of linguists and scientists working full time to accurately analyze the writings of scientists like Verkhoshansky. In the US, when such material became available, often only a single individual would translate it-and then only as a part-time assignment. One example of poorly translated research is when American coaches recommend that an athlete should be able to squat 1 1/2 times bodyweight before performing plyometrics. Although this is an excellent safety guideline, Russian sports literature presents several specific types of true plyometric exercises that can be performed without possessing such an advanced level of strength. (For those interested in learning more about Verkhoshansky’s work with plyometrics, I recommend Siff and Verkhoshansky’s exercise textbook, SuperTraining.)

The Abuse of Plyometrics

The most common problems I see with U.S. coaches who prescribe plyometric exercises (or, at least, what they think are plyometric exercises) are that they underestimate the intensity level of plyometrics and don’t take into consideration the athlete’s training schedule, work and recreational activities. For example, an intense plyometric training program should not be undertaken if a skater is in a summer program that requires him or her to perform three freestyle sessions a day, five to six days a week, along with ballet and power skating.

Another problem I commonly see is that the plyometric exercises most coaches prescribe to skaters are not biomechanically specific to their skating jumps-and as such often have little carryover to skating performance. For example, all legal jumps in figure skating take oft from one leg and most require that the skater take off backwards. The majority of exercises I see prescribed in plyometric programs for skaters have the athlete jumping forward from two legs.

Plyometrics can be an extremely valuable training method if used correctly. Unfortunately, too many strength coaches do not understand what this type of training is or how to properly prescribe these exercises. And the injuries and mediocre performance improvements that result from their incompetence has often led skaters and their coaches to become skeptical about the value of all oft-ice conditioning programs.

Just as Dorothy Hamill trained hard to become the greatest in her era, the champions of tomorrow have to train harder and use every resource to their advantage. The trick is, when using a resource like plyometrics, you have to know what you’re doing!

Kim Goss was the strength coach at the U.S. Air Force Academy for eight years and is certified by the National Strength and Conditioning Association and the American Council on Exercise. He has served as the Senior Editor at Dayton Writers Group.

Reprinted with premission from : The Professional Skater Magazine May / June 1997 - p. 17. ©1996 by Professional Skaters Association

 

Obtain a new professional position with help from PSA Coaches Manual

by Shirley Carlson Hughes (New Age Professional Skater (NAPS) Chairman – 1996)

Updating the PSA Coaches Manual has proven to be a formidable, sometimes seemingly impossible task! However, it will be available soon and I believe it will be useful to coaches at all levels. It will have many new features including oft-ice conditioning approaches and tests to evaluate progress. It will have an easy to use description of USFSA required free style tests and moves in the field with diagrams, required elements and teaching tips on one page. Elite professionals have agreed to provide “Masters Tips” in various sections. What follows is an excerpt from the manual which deals with the challenge of finding a new professional position.

JOB SEARCH

Establishing Personal Goals

It is imperative to begin the process of finding the right job by developing a clear understanding of what you want from the job. No two people have exactly the same objectives for the professional aspect of their lives and defining and prioritizing your own goals is a critical first step in a successful job search. There are many ways to approach this process but consider writing down your goals and discussing them with close friends or associates whose opinion you respect. Examples of questions which you may wish to consider while establishing these goals include the following:

What aspect of teaching interests you? Recreational/group lessons or competitive skaters? How much time are you prepared to spend? Do you want a full or pant-time job? Will you work early mornings? Evenings? Weekends? Will you relocate? Do you have long term goals include running a skating program or skating rink? Do you wish to advance to elite coaching? Are you prepared to attend seminars, clinics and explore other career enhancing opportunities? Would you be prepared to team teach?

Once established and prioritized, these personal goals will be an important tool in shaping your résumé, focusing your search for opportunities and in preparing for interviews.

Writing a Resume

The French word résumé means summary and refers to a fact sheet that identifies, describes and lists the qualifications of a person in terms of experience and education. While you will never obtain a position solely on a resume, it may well be the key to obtaining an interview and eventually the job. Your résumé should be well-organized, concise, clearly formatted and comprehensive. There are books available to help you develop a resume, either at most bookstores or in a library. Many computer programs enable you to format a resume. After preparing a résumé, consider asking friends or associates to review and comment on it. There are also résumé services available if you would feel comfortable with professional assistance. Résumés are not normally returned so ensure you keep the original. Take the time to have high quality copies made – remember, first impressions are important.

Arrange your résumé so that your most impressive qualifications appear first. Never overstate your experience or qualifications. List job experience and education in reverse chronological order. You may wish to include a list of references or reference letters with the résumé or, at a minimum, offer references if requested. Your résumé would normally include the following types of information:

• Name, address, telephone number
• Ratings (as applicable)
• Highest tests passed (USFSA, ISI, ISU, other)
• Competitive experience with highest title first (list only the most important)
• Amateur training, clinics (including when, where, with whom)
• Amateur or professional shows and exhibitions
• Coaching experience (highest level skater you have coached)
• Coaching education (seminars, coaches clinics, classroom, student-teacher)
• Other education (college, high school, music, dance)
• Outside interests
• Personal (married, children)

When your résumé is prepared you must decide where to send it. Seek the help of friends and associates. Be sure that it reaches the hands of someone who is in a position to offer a job. Some of the sources that you should consider in determining where to

send the résumé include local ice rinks, lists of clubs in the USFSA Rulebook, lists of rinks in ISI Directory, advertisements in Skating, The Professional Skater and other publications. There is also a Job Placement Directory in the PSA Office.

Use a brief cover letter with each résumé. This is your chance to personalize and focus your communication regarding a specific opportunity. Note your most relevant qualifications, and explain your interest in the position.

Remember, the résumé will always be an important tool in furthering your career. Even after you have the job, keep your résumé up to date. Consider revising it every six months. It helps you be prepared for the next opportunity and also gives you a benchmark to ask what you have done to increase your experience and nurture your professional growth.

Interviewing Effectively 

Once you have been contacted and invited to an interview begin by reviewing your résumé and list all the questions which you might be asked. Find out as much as you can about the position and the person(s) who may be interviewing you. Look your best, be on time, be concise, emphasize your best points, relax! Some of the questions which you might expect to be asked include: How many years have you been skating? Why do you want to teach? What are your schedule restrictions? What level of teaching experience do you have?
Why did you leave your previous job? Will you bring your own students?
What levels will you teach (adults, tots, etc.)? Are you prepared to make a commitment to stay for a specified period? Do you intend to continue your professional education?
Will you participate in community events, advertising, etc.?

It is important that you interact with your interviewer in a proactive manner. Use the interview as an opportunity to learn more about the job being offered. You should prepare a list of questions which you want to ask during the interview. The following list may provide some examples.

• Will you be an employee or an independent contractor?
• If employee: What would be the base salary? How often would you be paid? Would taxes be withheld?
• If contractor: What would be your commission and how would you be paid?
• Who will be your direct supervisor (rink manager, skating director, club)?
• What are the payment policies for private lessons, group lessons?
• What are commissions? How much is paid? How often are they paid? When are they due? On which lessons?
• Is liability insurance required? Provided? How is it obtained? What kind? What level? What is the cost? (Liability insurance is available through the PSA).
• Are you required to join the PSA, ISI or both?
• Will you be expected to be rated by the PSA?
• What are the policies with regard to setting fees for private lessons?
• What is the policy with regard to teaching at other rinks? Are there any limitations or restrictions?
• Are there rink/club policies regarding private lessons? Can you teach anyone who asks?
• Are there set policies/formats for group lessons? Are there tests at the end of each set? USFSA, ISI or other?
• Will you be asked to provide administrative support? How much? Are you paid?
• Will you be expected to cover certain sessions as the pro on duty?
• Will you be expected to give tests, judge basic skills competitions, ISI competitions?
• Will you be expected to volunteer time for stroking clinics, or club/rink shows?
• Is there a pro room? Is there a dress code?

You may be hired at the interview but more likely that you will be told that you will be called. Do not hesitate to call back and reemphasize your interest in the position if you have not had any follow up within a week or so. On the other hand, inform your potential employer in a timely manner if you decide you do not want the job or have accepted another opportunity.

First Impressions

After you get the job you need to make special preparations for the first few days. It really is true that first impressions last a long time and there are things that you can do to ensure that the first impressions you make are good ones:

• Be on time and look professional. Many people at the rink will see you before they meet you. Present a good image to everyone.
• Work hard at meeting the many groups at a typical ice rink including the other pros, management, ice maintenance staff, office staff, and skate shop staff. Remember names, write them down if that helps.
• Familiarize yourself with the entire rink schedule, take a brochure home and study it. Know the sessions and the prices, even for those areas which you do not teach.
• Learn the rules of the rink; what is permitted on public sessions, who you can instruct and at what level. Determine all the details of group lessons, including levels, prices, group sizes, etc.
• Identify the clubs at your rink and when their sessions meet. Do you need special permission to teach on these sessions? Who can authorize you?
• Find out when and if tests are given, and the name and phone number of the test chairman.

You are not expected to know everything when you first arrive. It’s the best time to ask questions and learn everything you can about your situation. Make it an exciting, challenging experience – not a threatening one.

Reprinted with premission from :

The Professional Skater Magazine
February / March 1996 - pp. 27 – 28.
©1996 by Professional Skaters Association