January/February 2022 PS Magazine

JANUARY/ FEBRUARY 2022

new Year!

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For the coaches.

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JANUARY/ FEBRUARY 2022

COLUMNS 2

Team PSA

4

President’s Message

6

Ratings

FEATURES

| Alex Chang

| Cheryl Faust

10

Sport Science

14

Education

22

Coaching Development |

32

Best Business Practices

| Garrett Lucash

Heidi Thibert

9

A Desire for Ratings |

17

2022 Chicago Summit Preview

20

Everyone Has a Right to Glide

24

Red Flags & Nutrition

29

PSA Hockey Program

Kent McDill

| By Courtney Fecske

| By Julianne Pondelli

DEPARTMENTS 7 30 32 34 37

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

Find, Friend, Follow

Issue No 1 |

COVER: Photo by Brianna Hatch and Richard Keele

WWW.SKATEPSA.COM

PS MAGAZINE

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Coaching is a Journey F

or many of us, 2021 was just as challenging as 2020, though perhaps in a different way. When faced with these challenges, we can use the opportunity to reflect on life lessons we learn from skating and put them into practice.

Resilience is the best life lesson skating teaches us. We know how to pick ourselves up, learn, and try again. I imagine many of us had to be more resilient this year than ever before.

Skating and coaching also teaches us long range planning and identifying the steps that will get us to our end goal. We learn how to make changes and adjustments based on feedback or when things don’t go to plan. Pivoting and adjusting has definitely been the theme of the last year.

Now with two very difficult years behind us, it’s time to jump into 2022 with optimism and hope. But for the times you need to escape or feel like “you” again, remember the ice is always there for freedom of movement, expression, and belonging.

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NETWORKIN G

EDUCATION

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MEMBERS HI

REDITAT ACC IO

Where do you want to go with your coaching career?

PSA OFFICERS President First Vice President Second Vice President Third Vice President Treasurer Past President PSA BOARD OF GOVERNORS West Mid-West East Members at Large

Committee on Professional Standards Ratings Chair Events Chair ISI Rep to PSA U.S. Figure Skating Rep to PSA PSA Rep to U.S. Figure Skating Summit Chairs Executive Director COMMITTEE CHAIRS Awards Coaches Hall of Fame Education Accelerated Coaching Partnerships Area Representatives Hockey Skating Sport Science Endorsements Executive Executive Nominating Finance Nominating Professional Standards PSA Rep to ISI Ratings Adaptive Skating Diversity, Equity, and Inclusion PSA AREA REPRESENTATIVES Area 1 Martha Harding Area Area 2 Kimberlie Wheeland Area Area 3 Andrea Kunz-Williamson Area Area 4 Jill Stewart Area Area 5 Angela Roesch-Davis Area Area 6 Maude White Area Area 7 Nicole Gaboury Area Area 8 Jackie Timm Area Area 9 Mary Anne Williamson

Alex Chang Rebecca Stump Patrick O'Neil Denise Williamson Lisa Hernand Christine Fowler-Binder Phillip Mills Michelle Lauerman Andrea Kunz-Williamson Ashley Wyatt Cheryl Faust Doug Haw Denise Viera Tom Zakrajsek Phillip DiGuglielmo Kelley Morris Adair Cheryl Faust Tim Covington Jane Schaber Heather Paige Kelley Morris Adair Teri Klindworth Hooper Rebecca Stump Tim Covington Jimmie Santee

Andrea Kunz-Williamson Christine Fowler-Binder Rebecca Stump Phillip Mills Debbie Jones Gloria Leous Jordan Mann Garrett Lucash Jimmie Santee Alex Chang Christine Fowler-Binder Lisa Hernand Christine Fowler-Binder Kelley Morris Adair Gerry Lane Cheryl Faust Mary Johanson Nathan Truesdell

10 11 12 13 14 15 16 17

Francesca Supple Charmin Savoy Roxanne Tyler Liz Egetoe Marylill Elbe Tiffany McNeil Russ Scott Stacie Kuglin

DISCLAIMER: Written by Guest Contributor | PSA regularly receives articles from guest contributors. The opinions and views expressed by these contributors are not necessarily those of PSA. By publishing these articles, PSA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit.

www.skatepsa.com

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THE PROFESSIONAL SKATER Magazine Mission: To bring to our readers the best information from the most knowledgeable sources. To select and generate the information free from the influence of bias. And to provide needed information quickly, accurately and efficiently.

The views expressed in THE PROFESSIONAL SKATER Magazine and products are not necessarily those of the Professional Skaters Association.

The Professional Skater (USPS 574770) Issue 1, a newsletter of the Professional Skaters Association, Inc., is published bimonthly, six times a year, as the official publication of the PSA, 3006 Allegro Park SW, Rochester, MN 55902. Tel 507.281.5122, Email: office@skatepsa.com © 2020 by Professional Skaters Association, all rights reserved. Subscription price is $19.95 per year, Canadian $29.00 and foreign $45.00/year, U.S. Funds.

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PRESIDENT’S MESSAGE Alex Chang, MFS, RM

The Olympic Spirit and Finding the Fun I

t’s hard to believe that 2022 has finally arrived. With the New Year comes hard realities and new hope as I know you, like many of us, had hoped the pandemic would be fully behind us. It is not. The Olympic Winter Games are around the corner and yet we cannot say with certainty what to expect going into these games.

We hope for safe travels, for Olympic medals, and for acknowledgement of both the athlete and the coach for a lifetime invested in our sport. We often live our own hopes and dreams through these athletes, which is a beautiful thing… but what happens when they/we don’t get there?

Like any athlete, we may want to throw in the towel, but does that get the athlete to their desired destination?

I think the power of sport lies in our connection and identification with these athletes, to their hopes which remind us of our hopes, to their struggles which echo our own daily challenges. They are a mirror unto ourselves, so I make this request at this time of uncertainty and challenge: Let’s find the Olympic spirit in each of us, to refocus our energies onto a path forward, and accept that we may not always come out with a medal, but the struggle to be better makes us better.

It’s in our DNA. Let’s put that energy and experience into bringing out the best in ourselves, bringing out the best in each other, and ultimately bringing out the best in our community.

Here’s another thought. We help athletes overcome the challenges of their journey, but we also make it fun and engaging through tasks and game-play. Is it a distraction tactic? Maybe… but when the athlete can reframe the action as less of a task and more of a game, they can enjoy the game, apply themselves, and park their ego/judgment. In other words, they don’t nullify the game before they start with a projected negative outcome (this is something we often do as adults). They just play the game. Each day, let’s see if we can treat our daily challenges like a game. Let’s take out the projected negative outcomes and bring in the element of fun, possibility, challenge, and game-play into our own daily work. Hopefully along the way, we can find the fun and sport of living our best life, whatever that may be.

Be safe, have hope, and find the fun!

I hate to pretend to have any real answers with any authority, but I do hope to remind you of the power within each of us to overcome, to achieve, to refine our approach, and to dedicate ourselves to being our personal best. We are coaches, ‘influencers,’ teachers, and leaders, and we bring out the best in our athletes.

“Each day, let’s see if we can treat our daily challenges like a game.

Let’s take out the projected negative outcomes and bring in the element of fun, possibility, challenge, and game-play into our own daily work.”

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RATINGS Cheryl Faust MFS, MM

There Is So Much More to Ratings Than Exams A

s I sit here with a warm cup of coffee, I am wondering why I’m feeling so anxious to get away, and feeling a little burned out. Maybe you are like me, back to working full tilt, full steam ahead, with no breaks. Then it dawns on me… I haven’t travelled to PSA events! In all the chaos, I had forgotten how much I miss live events.

In recalling some of my favorite events and ratings experiences, I recognize that they all have several things in common.

First, many of my examiners were idols of mine. These high-level coaches presented for PSA at the seminars and conferences as I prepared for my exams to further my coaching career. I was honored for them to be on my panel and receive their feedback.

Secondly, I was delighted to meet new coaches from all over the country who are now dear friends. I was in a small skating market at my home rink and communing with other like-minded, supportive coaches made getting through some of the difficult parts of coaching easier.

Finally, I love to travel! I know it can be cumbersome at times, but it was always a nice getaway from the 4:45am grind and coaching lesson after lesson. The fun atmosphere of the PSA events, the camaraderie, the sharing of ideas, and furious note taking so I don’t forget any details all made me feel reenergized when headed back to the rink. I think some of the best coaching tips, as well as philosophical and technical discussions, happened in the evenings when we all got together after the events.

Hearing how other coaches solve problems and getting new ideas to help athletes learn is very exciting to me.

All of this discussion and sharing ideas helps build who you are as a coach and makes you and your athletes stronger and better each day. You never know when you may use a tip someone shared with you to help a skater!

As the PSA Ratings Chair, I am so proud that we have been able to make a pandemic pivot and offer so many

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wonderful events virtually. But it’s been almost two years now and I’m ready to get back and see my friends, colleagues, and idols again to be reenergized and share ideas.

There is so much more to the ratings exams than just the exams themselves! The PSA coaching community is strong, supportive and successful and I can’t wait to see you all again soon in Las Vegas for Ratings Prep and Chicago for live rating exams and Summit!

Please reach out to me at any time if you need guidance on your ratings or coaching journey!

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

Basic Accreditation Kara Miller Haeyun Choi Kate McDermott Kurt Stoll Tiffany Ung

Caylee Tibert Mary Beth Marron Stoll Mary Kathyrn Thomas Megan Painczyk Ashley Haywood

Congratulations to our newlyminted master coach!

Adam Blake MC

November 14, 2021 Virtual Rating Exams Ann Wehr CFS Amanda DeAguila CFS Gabrielle Hawkison RFS Melaine Jenkins RFS Jacqueline Nguyen RFS

Chris Houston SM Bonnie Lewis CM Ariana Veltre CM Chelsea Winter CM

Hockey Skating 1 Jackie Brenner Danielle Brogley Sarah Wright Ashley Haywood Rebbeca Cacioppo

December 12, 2021 Virtual Rating Exams Marisol Paiz CC Adam Blake SC Kathryn Vaughn CC Kara Miller RG Ashley Hecht CG

Grant Marron RG Aimee Ricca RPD Alexandra Gerday CG William “Bill” Anderson SPD Robi Chalmers RG

Hockey Skating 2 Ashley Haywood Rebecca Cacioppo

Rankings Megan Schultz — Level 2 Singles Katie Cope — Level 4 Singles Anne Goldberg Baldwin — Level 4 Singles Britni Trinidad — Level 3 Singles Brad Vigorito — Level 4 Singles

Hockey Skating 3 Patricia Mudge Ashley Haywood Rebecca Cacioppo

New Examiner Appointments Tara Patterson Registered/Certified Level Program Director Kathryn Vaughn Registered/Certified Level Moves Emma Keppeler Registered/Certified Level Moves Jonathan Hayward Registered/Certified Level Free Skating

PS MAGAZINE

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A Desire for Ratings

By K e nt M c Dil l

M

adeleine (Leine) NewbyEstrella has a bachelor’s degree in cell biology and kinesiology, pursued PhD studies in kinesiology with a focus on exercise science, has a master’s degree in quantitative biology, and minors in both chemistry and kinesiology.

Upon completing the master’s program at the University of TexasArlington, Newby-Estrella decided she would rather be a full-time figure skating coach.

And, so, she is.

Newby-Estrella is the skating coordinator for Children’s Health Star Center in Mansfield, TX., one of several ice skating sites under the Star Center umbrella (she also coaches at the Euless branch). She is a PSA-rated coach in freestyle, group, and choreography. She also coaches power skating for the hockey program.

She also has a full calendar of future PSA ratings events she plans to attend with an eye toward adding more ratings to her resume.

By her own admission, NewbyEstrella is fixated on the PSA coaches’ ratings system, and her appreciation for the ratings grew when she failed one of the many tests she has taken.

“If you open yourself to the possibilities and open those doors, your coaching will benefit because of it,” she said.

From Texas to Canada to Texas

Newby-Estrella was born in Texas, but she has family in Ontario, Canada, and it was there where she was given her first pair of ice skates by her grandmother after she watched the Winter Olympics and fell in love with the sport.

She competed in ice dance through the Junior level and represented Canada at Lake Placid in 2008 before hanging up her competitive skates and moving back to Texas.

But it was while she was living in Canada that she found her calling.

“When I was skating in Canada, one way I was able to get more ice time was to become a program assistant at the (Kitchener Waterloo) skating club,” Newby-Estrella said. “That started when I was 13. I absolutely fell in love with teaching other skaters how to do different elements and explain things to them.

That is what I fell in love with right away. At 13, I realized I wanted to do something with teaching.”

But that darn quantitative biology got in the way.

“I finished my masters in quantitative biology in 2018,” Newby-Estrella said. “My initial goal was to become a research professor, but after being a graduate teaching assistant at the university, I found out all I wanted to do was be at the rink. I had been coaching on weekends and after school, and I found so much more joy on the ice.

So, I finished out my degree and pursued a career in coaching.”

So, did coaching figure skating push all of that biology knowledge aside?

“I use the kinesiology degree quite often, formulating off-ice plans and continued on page 13

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SPORT SCIENCE Garrett Lucash, RFS, RM

Wearable Technology to Monitor Training

BY JAS O N V ES COV I

F

igure skating is unique as an Olympic sport. The physiological demands of a long program are similar to world-class performances in the mile (Duffield, Dawson, & Goodman, 2005), 3,000 m long track speed skating (Foster, deKoning, Rundell, & Snyder, 2000), and 400 m freestyle swimming (Zacca & de Souza Castro, 2012). Each of these sports last approximately four minutes and places a substantial demand on both the anaerobic and aerobic energy systems. Unlike the other sports, figure skating performances require complex motor skills, much like rhythmic gymnastics, to be performed effortlessly on the ice — all while simultaneously engaging the judges and audience.

Top-level athletes from most sports put in a substantial amount of hours training each year (Tønnessen et al., 2014), which translates into about 15-25 hours per week (i.e., duration/volume of training). However, when asked about their training, runners, speed skaters and swimmers are likely to provide details about the number of kilometers run, skated or swam (other indicators of training volume) as well as a fairly accurate breakdown of the proportion of high-intensity (i.e., anaerobic) and low-intensity (i.e., aerobic) work performed. This is important information for how training is planned (periodization) and the design of tapers for peak performances.

The aim of this article is to highlight a few pieces of technology (there are too many available to discuss them all) that I have used regularly with elite figure skaters.

I will also share some of the outcomes and discuss how these data can help enhance our ability to train athletes hard… and smart!

The two critical training components that can be routinely monitored for figure skaters are the cardiovascular and jumping demands. Figure 1 shows the heart rate during a long program (these look the same regardless of skating discipline and gender) and it is clear the demands are sufficiently high with heart rates hovering between 92-94 of maximum for the majority of the program. As a result, skaters need to perform a certain amount of their weekly training duration/volume working at near maximal intensity in order to become accustomed to those program demands. So, then we need a way to measure the training as well as have defined targets for the amount of high-intensity volume we want our skaters to achieve.

The first thing that’s needed is a heart rate monitor.

There are a wide range of products on the market, however I have used Polar H10 (NOTE: an important consideration is that heart rate monitors with watches are problematic for pairs and dance teams). Regardless of which brand/ model is used, heart rate monitors allow for the collection of heart rate data during on-ice sessions. The data is classified into different zones based on an individual’s own maximum heart rate. To determine maximal heart rate a graded exercise test is performed under the supervision of an exercise professional (Vescovi & VanHeest, 2018). It is

In contrast, there is a notable absence of knowledge about the duration/volume or intensity that is performed by figure skaters. The lack of, and sometimes resistance to, implementing a systematic approach to monitor the training demands of figure skaters results in a substantial gap for coaches, leaving them with only what they can observe. Fortunately, wearable technologies now exist that Figure 1*. Heart rate during long program. can be incorporated into the daily training environment and provide valuable insights about the training demands of figure skaters. These wearables offer important information about what occurs internally and opens substantial opportunities to enhance the training and ultimately performance of skaters.

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Figure 2*. Training intensity distribution of elite figure skaters.

Vert

important to find each skater’s own maximal value because they can span a large range (I’ve personally witness max heart rates between 188-213 bpm in figure skaters) and will subsequently impact the thresholds used to classify various heart rate zones. The most basic and commonly used heart rate thresholds are (Seiler & Kjerland, 2006): • Intensity Zone 1: <80 — low intensity, below the anaerobic threshold • Intensity Zone 2: 80-90 — moderate intensity, at the anaerobic threshold • Intensity Zone 3: >90 — high intensity, above the anaerobic threshold With the hardware in place and heart rate zones defined, we can turn our attention to targets for the amount of weekly duration/volume we want skaters to achieve in intensity Zone 3. The scientific literature has revealed a small number of consistent patterns when describing the training intensity distribution of athletes (Stoggl & Sperlich, 2015) – which is simply the duration/volume spent in each of the intensity zones. The two most common patterns are called polarized (75-80/5/15-20) and pyramidal (70-75/15-20/5-10) training, where the proportions of weekly training duration/volume are distributed across intensity Zone 1, Zone 2, and Zone 3, respectively. Work I have done with elite figure skaters revealed the natural distribution resembled pyramidal training, but with a greater proportion of Zone 1 (85-90) and smaller amounts of Zone 2 (8-12) and Zone 3 (2-3) than the weekly duration/volume which is commonly reported for other endurance sports (Figure 2).

This highlights a gap that can be addressed with additional high-intensity off-ice training. For example, if a skater trains 20 hours per week (1,200 minutes), then 5 in intensity Zone 3 would be a target of 60 minutes for the week. Since about half of that is already accumulated during on-ice sessions, the off-ice training can be designed to make up the difference (30 minutes) and achieve the overall weekly target.

Therefore, the knowledge of what a skater does naturally

with the help of a heart rate monitor provides a way to tailor their cardiovascular training.

From my perspective, monitoring jumping demands is the equivalent to tracking pitch counts in baseball – it is necessary to protect the athlete from potential overuse injuries and maximize the Hexoskin longevity of their career. The commercially available options to monitor jumping are limited for use with figure skaters. The two most promising technologies are Vert (www.myvert. com) and Hexoskin (www.hexoskin. com) — each having their upside and downside. Vert is an inexpensive device and has a simple, easy to understand interface with its app. It is widely used with volleyball and is highly accurate for counting the number of jumps performed on the court (MacDonald, Bahr, Baltich, Whittaker, & Meeuwisse, 2017). However, the high rotation velocity of figure skaters while jumping causes problems for the device and substantially reduces

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Figure 3*. Jumping during typical on-ice practice session.

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Figure 4*. Jumping during long program.

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the accuracy of counting how many are performed. On the other hand, Hexoskin is an extremely sophisticated device (it was originally developed with the Canadian Space Agency for astronauts) that allows the number of jumps to be counted as well as measures the landing forces (g-forces). Unfortunately, it is expensive (400-500 USD) which may be prohibitive to implement on a large scale with figure skaters. The tracings provided by Hexoskin can be seen below for an entire on-ice practice session (Figure 3) and a long program (Figure 4). Each ‘spike’ is the landing from a jump with some of those peaks reaching more than eight g-force — in other words, each time a skater lands it has the impact of up to (and sometimes more than) eight times their body mass. In comparison, individuals might experience 2-2.5 times their body mass while running (Kluitenberg, Bredeweg, Zijlstra, Zijlstra, & Buist, 2012); between 3-6 times their body mass when dropping from 30-90 cm box and landing on both legs (Seegmiller & McCaw, 2003); or about 4-4.5 times body mass when dropping from a very low height (20 cm), but landing on a single leg (Huurnink, Fransz, Kingma, de Boode, & Dieen, 2019). So, the landing forces are compounded for figure skaters because of single legged landings onto a hard surface, with a narrow blade attached to a rigid boot. Also impressive with Hexoskin is the high-resolution outcomes – even a combination jump can be easily identified (just before 12:22 in Figure 4). Data from these types of wearable devices can provide valuable insights into the jump volume and intensity in figure skating. In turn, coaches could fluctuate between high volume and low volume jumping days in order to allow for sufficient recovery of the neuromuscular system.

Monitoring training demands is slowly becoming more accepted within the figure skating community. Having the tools available to collect relevant information is a key part of creating individualized training programs that serve to

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enhance performance and minimize injury risk. It is also critical to the process to have personnel that can appropriately interpret the data and ensure the outcomes are effectively incorporated into the athlete’s annual training plan. The coordination between sport science and coaching who integrate wearable technologies will ultimately lead to successful outcomes for the figure skaters. *All figures are from the author and his work with national and international figure skaters.

References Duffield, R., Dawson, B., & Goodman, C. (2005). Energy system contribution to 1500- and 3000-metre track running. Journal of Sports Sciences, 23(10), 993-1002.

Foster, C., deKoning, J.J., Rundell, K.W., & Snyder, A.C. (2000). Physiology of Speed Skating. In W.E. Garrett Jr & D. T. Kirkendall (Eds.), Exercise and Sport Science (pp. 885-893). Philadelphia: Lippincott Williams & Wilkins.

Huurnink, A., Fransz, D. P., Kingma, I., de Boode, V. A., & Dieen, J. H. V. (2019).

The assessment of single-leg drop jump landing performance by means of ground reaction forces: A methodological study. Gait and Posture, 73, 80-85.

Kluitenberg, B., Bredeweg, S. W., Zijlstra, S., Zijlstra, W., & Buist, I. (2012).

Comparison of vertical ground reaction forces during overground and treadmill running. A validation study. BMC Musculoskeletal Disorders, 13, 235.

MacDonald, K., Bahr, R., Baltich, J., Whittaker, J. L., & Meeuwisse, W. H. (2017).

Validation of an inertial measurement unit for the measurement of jump count and height. Physical Therapy in Sport, 25, 15-19.

Seegmiller, J. G., & McCaw, S. T. (2003). Ground Reaction Forces Among Gymnasts and Recreational Athletes in Drop Landings. Journal of Athletic Training, 38(4), 311-314.

Seiler, K.S., & Kjerland, G.O. (2006). Quantifying training intensity distribution in elite endurance athletes: is there evidence for an “optimal” distribution?

Scandinavian Journal of Medicine and Science in Sports, 16(1), 49-56.

Stoggl, T. L., & Sperlich, B. (2015). The training intensity distribution among well-trained and elite endurance athletes. Frontiers in Physiology, 6, 295.

Tønnessen, E., Sylta, O., Haugen, T. A., Hem, E., Svendsen, I. S., & Seiler, S. (2014). The road to gold: training and peaking characteristics in the year prior to a gold medal endurance performance. PLoS ONE, 9(7), e101796.

Vescovi, J.D., & VanHeest, J.L. (2018). Physiology and physiological assessment of figure skating. In J.D. Vescovi & J.L. VanHeest (Eds.), The Science of Figure Skating (pp. 1-12). London: Routledge.

Zacca, R., & de Souza Castro, F.A. (2012). Bioenergetics Applied to Swimming: An Ecological Method to Monitor and Prescribe Training Bioenergetics (pp.

159-180): InTech.

A Desire for Ratings continued from page 9

working on different exercises for injury prevention,” she said. “I have a pretty good understanding of human anatomy, what the human body can push through.

“Also, in school, I learned how to organize and plan to make myself as prepared as possible,” she said. “I don’t think I would be where I am today without that education. I learned a lot in my degree, not just degree-topical things, but I learned how to be a better researcher, and I used that in my every-day coaching.”

The Pursuit Begins

Prior to joining the Star Centers organization, Newby-Estrella was at a different rink where none of the coaches were PSA rated or pursuing those ratings. In 2017, Newby-Estrella realized she needed more coaching knowledge. So, she took her PSA Basic Accreditation exam, “and I had so much fun with it I actually took all of the sport science exams on the same day,” she said with a laugh. “I sat there thinking ‘This is fun. I want to do more of this. I can learn and apply all of this to my coaching. This is great’.”

Upon joining the Star Centers group, Newby-Estrella stepped out of her comfort zone and went to Las Vegas in 2020 to attend a rating event.

“It was one of the best things I did,” she said. “I was able to network and meet coaches in the PSA who guided me through the process of my first ratings.”

That trip was followed by a second trip that year to Palm Springs for the annual PSA Conference, where she took three ratings exams.

“I would not recommend that,” Newby-Estrella said. “I took the

Registered Group, Registered Free Skate, and Registered Choreography, and I passed two out of three.

They were much more challenging than I anticipated, especially the choreography exam, which I thought I would pass in a breeze.

“What was good about the experience is that the whole community is very uplifting and willing to share their knowledge,” she said.

“That was something I was craving.”

By networking and being open to instruction, Newby-Estrella found herself invited to go to rinks around the country to attend different educational seminars. At the invitation of Kate McSwain, the executive director of the American Ice Theatre in Boston, she attended the American Contemporary Festival, and from there she moved on to Chicago and Montreal to learn from other coaches she met at the conferences.

Failing to pass the choreography exam the first time (she passed the second) was a wakeup call for Newby-Estrella. It was also a push to evolve as a skating coach.

“I learned that, just because you did not pass does not mean you are not knowledgeable,” she said. “They just hold you to a very high standard and you learn in the process regard-

less. I learned how to be a better critical thinker, how to better give information to my students, and how to approach topics from a variety of perspectives.”

A Ratings Rookie Turned Ratings Advocate

Newby-Estrella is now running an academy at the rink in Mansfield, Tx., and that has prompted her to pursue the Registered Program Director rating, an exam she will take in April.

She is planning to take the Master Group Instructor rating exam in Chicago in May. Newby-Estrella’s pursuit of ratings and skating knowledge has become voracious, and she desperately wants to share that thirst with others.

“My advice to coaches is to take it seriously,” she said. “Branch out and network as much as possible. The PSA has a vast wealth of knowledge and all of the coaches are willing to share that knowledge if you ask.

“Go to as many educational sites as you can. There is always something to learn and improve on.”

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EDUCATION

Play as a Component of Group Skating Classes? YES! B Y C H É R I E FA R R I N G T O N M P D , M G

P H OTOS COU RT ESY O F S P O RT S C I E N C E FU N

“G

irls Just Want to Have Fun” and so do boys!

Every day new students enter our rinks and take their first steps on ice. This can be a moment of total joy and elation…or the sad lifetime statement of, “Yeah, I tried ice skating once.”

Unlike many other sports, skating—and all its areas: learn to skate, freestyle, power, Theater On Ice, etc.—can bring a life time of joy to a huge variety of people, and many different ages. What other business have clients who come to you one, two, or three times a week, over a 10-year plus period? Certainly not your hairstylist nor your dentist.

We’re in the memory-making business This year at conference I was awestruck as Scott Hamilton shared his understanding of the importance of making skating simply fun. “We are in the memory-making business!” We create joyous moments in people’s lives.

The number one reason children quit any sport is that they’re just not having fun. Everyone starts as a recreational participant. Before “training” can even really begin, children evaluate their interest based purely on the pleasure of feeling good and having fun. As skating coaches and program directors, we are tasked to create the same joy as a game-winning soccer goal.

Memory-making can be very subtle: a warm friendly “good morning” smile or an explosive and enthusiastic, “Janey, that’s it! You’ve got your three-turn!”. Positive skating experiences, coupled with confidence-building interaction, create happy memories on the ice.

Kick-off memory-making classes this winter: 1. Take five to ten minutes to design a lesson plan for each class. Use a variety of traffic patterns and you’ll S.C.O.R.E. high with students.

2. Insist on a SafeSport environment. It’s more than a list of policies. Engage all staff to know the basics of how to avoid bad situations and handle crisis.

3. Tap into your students and what motivates them. It may not be what motivated you as a skater, nor be something you ever thought about. Connect skating skills to something that interests them.

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Don’t worry. Be H.A.P.P.Y. when you coach group classes H – How to fall properly: Skaters of all levels, in all disciplines, should practice and become comfortable with quickly regaining their balance to a neutral position, as well as falling without injury. Practice very low dips and explain how lowering your center of gravity makes it easier to fall to the side on your hip. Practice from a stand-still then gliding in various positions.

A – Alignment: From the very first-step on the ice to advanced moves in the field, skaters find their balance by returning to a neutral body ready-position.

• The stand-still, ready position is the same for all skating sports. Ready position is a balanced neutral position with the weight centered on the blade.

• Use “Tony Chestnut” to teach ready position: Toes in line with Knees (sitting position), Chest is upright, hands on the table, and Nut (head) looking up, not down at the ice.

• Work on this position off the ice and against a wall, then on the ice standing, then gliding. You will see skaters achieve their balance point.

• Now it gets fun: once moving, the alignment and body weight balances shifts to the foot on the ice—the skating side. Coaches can then start introducing, “the skating side” and “the free side.”

• Skaters feel their bodies balancing in the space around them. Wow! P – Plan ahead to match traffic patterns to the learning phase. Now that they’re moving, set up patterns as part of games, obstacle courses, circuits, etc. Use a variety of traffic patterns and you’ll S.C.O.R.E. high with students.

This makes class interesting, and dare I say it, fun!

P – Play a game! Even the word game sounds like fun!

Incorporate colorful, soft props and set up games to encourage friendship among students. Engage students with creativity.

Y – Yes! You can do it! Be a motivator. Find 20 ways to say, “Great job”. Sandwich technical coaching instruction, with what you see the skater is doing right.

Let's play a game!

Here's an example of a class of 10-12 skaters using five traffic patterns.

The skills being taught are determined by the class level and the students' learning phases.

Set students up for success. Use drills, exercises, games, obstacle courses and circuits.

3. Semi-circle, traveling clockwise

Snowplow Sam to Free skate 6: Use your V.O.I.C.E. V – Voice and smile. Speak loudly when addressing the entire group and in a slightly lower tone than normal.

Use a fun cue to get students to come to you, like “Huddle”. Let them know they have 30 seconds to listen and focus.

O – Offer individual attention. Learn your students by name.

I – Instill positive class discipline methods to set behavior expectations.

C – Connect with students and be concise. Make eye contact with students whenever possible. Share your love for the sport by smiling. Let them see the creative side of your personality. Maybe a joke to start or end your class?

Perhaps warm-up skills done to your favorite song?

• When giving technical instruction be very concise (30-45 seconds). Use key words and drawings to explain what we are trying to get our body and blade to do.

E – End by saying thank you to each student. Give respect to your students. Guide children on how to show respect and kindness.

4. Single Row, wait your turn

2. "S" Curve, skills rotating to the right, and clockwise skaters, start by facing the right, entering on a RFO or LFI edge

Traffic Patterns Use a variety of traffic patterns and you’ll S.C.O.R.E. high with students. Students will ask, “Can we play more games?

Can we do another obstacle course like that one!” The skills you work on are determined by the: • Ice space you have been given • Number of skaters and their learning phase • Skater’s learning phase: introducing, reviewing, or mastering S – Straight lines work well for stand-in-place instruction or with any forward moving skills. Single straight line row allow two to six skaters, a small group, to do the move across the ice while you give individual feedback.

Forward moving skills: marching/stroking; swizzles to dip; 1 foot glides up into arabesque; straight line spirals; toe and tap jumps in a row; forward power pulls C – Circles to develop all eight basic edges. Allows coach to use a variety of circle sizes to have students “feel” the lean and balance point on each edge and in each body position.

• Individual semi-circles: two foot and one foot threeturns; ALL edges; mohawks; waltz three-turn from a T-push; loop from a forward inside three-turn • Semi-circles moving down the short axis: slalom and forward half swizzle pumps; toe loop jump • Large circles: backward half circle pumps; moving two foot and one foot three-turns; all edges; spirals on a circle; five-step mohawk sequence; waltz threeturn from a t-push; falling leaf

1. Single Row

Snowplow, T-stop, Hockey stop

5. Single Straight Line, for a wall exercise

O – Ovals (and double-ovals/butterflies): continuous movement traffic pattern and/or skills including five-step Mohawk sequence and creative step sequence.

R – Rows (single and multiple): allows the coach to divide the class into small groups to set the pace each group takes a turn and provides opportunity for direct feedback.

Skills: lunges; bunny hops; side toe-hop E – Figure Eight and S curve develop spatial awareness and an understanding of right-of-way skating and edge quality.

Chérie Farrington, Reston VA. MPD, MG

This article is a reprint from the Nov/Dec 2016 issue of PS Magazine.

PS MAGAZINE

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Scheduled to present...

Journeys

Benoit Richaud

It’s time to Chica-GO! Continue your coaching journey at the 2022 PSA Summit. Join us to reflect on where we’ve been and map out the path ahead.

In addition to a full schedule of education sessions, we have planned ample time for in-person attendees to reconnect with old skating friends.

There will be hugging, laughing, learning, sharing…crying? It’s been a rough road; we won’t judge. We’ll bring the tissues and hugs.

Denise Myers

Josh Fischel

Sumit day changes (compared to previous years) : The 2022 Sumit begins at 8am on Wednesday, May 25 and will conclude at 1pm on Friday, May 27.

PLEASE NOTE

VENUE

TRADE SHOW

Hyatt Regency Schaumburg, Chicago

Wednesday, May 25 & Thursday, May 26

1800 E Golf Road Schaumburg, IL 60173 1-847-605-1234

Join us for our full display of exhibitors.

This is a great opportunity to be fitted by the professionals, purchase direct from manufacturers, and view the latest in software, boots, blades, clothing, and more!

PS MAGAZINE

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TENTATIVE SCHEDULE

IN

In-person session

LS Live stream

Wednesday, May 25 Josh Fischel and Melissa Dillenbeck

8:00-9:00am

IN

Navigating IJS Decisions

9:15-10:15am

IN

Skating Friends Are Forever Friends Members Reunion

10:15-10:30am

IN LS

Summit Opening & Preview

Teri Hooper

10:30am-11:45pm

IN LS

A Fork in the Road – Navigating from Athlete (Olympic) to Coach

Madison Hubbell and Zachary Donohue

12:00-12:45pm

IN

Lunch & Learn

12:15-12:45pm

LS

Off the Beaten Path Interactive Panel Discussion

Virtual Host Matthew Lind

1:00-2:00pm

IN LS

Turn the Corner: Developing Powerful Skating Skills

Benoit Richaud

2:00-3:00pm

IN LS

Jump on the Bandwagon – Jumps

Denise Myers

3:15-4:15pm

IN LS

Expedition into Benoit’s Choreographic Process

Benoit Richaud

4:15-5:15pm

IN LS

Just the Ticket – Spins

TBD

Realtime Day 1 – Fireside Chat

Virtual Host Matthew Lind

President’s Reception

Alex Chang

5:30-6:00pm

LS

6:30-8:30pm

IN LS

Thursday, May 26 8:00-9:00am

IN

Embark on a Ratings Quest

Denise Williamson and Cheryl Faust

9:15-10:15am

IN

Your Coaching Compass: Unconditional Positive Regard

Lauren McHenry and Caroline Silby

10:30-10:45am

IN LS

Day 2 Welcome & Preview

Teri Hooper

10:45am-12:00pm

IN LS

The Road to Resilience

USOPC Apollo Team

12:30-1:30pm

IN LS

Lunch & Learn

1:30-2:30pm

IN LS

In Pursuit of Diversity, Equity, and Inclusion

Kadari Taylor-Watson

2:45-3:30pm

IN LS

Jackson Ultima

Jackson Ultima

3:45-4:45pm

IN LS

General Assembly

PSA Executive Committee

6:30-10:30pm

IN LS

Edi Awards Dinner and Cocktail/Social Hour

Andrea Kunz Williamson

Friday, May 27

18

8:00-8:05am

IN LS

Day 3 Welcome & Preview

Teri Hooper

8:05-9:05am

IN LS

Discovering New Technology

Lindsay Slater and Brandon Siakel

9:15-10:15am

IN LS

MAP: Medical Action Plan

Gretchen Mohney and USFS Sports Physician

10:25am-11:25am

IN LS

Stepping Stones: LTS to Aspire Pathway

Learn to Skate USA and Aspire Group

11:30am-12:30pm

IN LS

TBD

TBD

12:30-1:00pm

IN LS

Summit Closing

Teri Hooper, Alex Chang, Jimmie Santee

JANUARY/ FEBRUARY 2022

REGISTRATION Registration for the 2022 Summit opened November 1. The 2022 Summit will offer three registration tracks: in-person, livestream, and on-demand. All registrants, regardless of

registration track, will have access to 2022 Summit content via PSA TV through June 30, 2023 and will automatically receive 28 education credits.

In-person

Livestream

On-demand

In-person attendees get the full Summit experience with access to all sessions and the opportunity to reconnect with the coaching community.

The livestream track is perfect for coaches who want to participate in Summit but aren’t ready to travel.

On-demand access brings the Summit to those who are not available during the Summit dates but who are committed to pursuing coaching education.

• Access to pre-Summit recorded sessions • Interactive workshops • In-person networking and social sessions • Ability to participate in Q & A with all presenters • Coffee social and members’ reunion • Coffee break sponsored by Jackson Ultima • Light appetizers and beverages at the President’s Reception • Awards Dinner ticket for every attendee ($90 value) • Access to Hockey 4 Certificate (separate registration required) • Access to in-person ratings (separate registration required) • Join the U.S. Open watch party • Go out on the town and enjoy Chicago with PSA colleagues!

• Access to recorded sessions after Summit

Special offering this year!

• Access to pre-Summit recorded sessions • Hosted livestream sessions during Summit with virtual host Matthew Lind • Opportunity to send questions during Q and A with select presenters • Access to recorded sessions after Summit

• Registration available after April 15 • Access to recorded sessions after Summit

Take in the view from the Skydecks at Willi Tower or the Observatione Deck in th k John Hancocg Buildin

EXTRAS Hockey 4 Certificate

Ratings

Wednesday May 25

Tuesday May 24 8:00am-3:00pm

The Hockey 4 Certificate course and exam will be offered during the 2022 PSA Summit and is available to in-person attendees only. The registration fee includes access to a pre-Summit webinar, an on-ice session, a study guide, and the exam. Participants must complete and pass Hockey 1, 2, and 3 online prior to the Summit. Registration for Hockey 4 is available within Summit registration.

Master and senior level exams in all disciplines will be offered. Registration opens on November 1.

Registration deadline: March 15

U.S. Open Professional Figure Skating Championships Tuesday, May 24 at 7:00pm CST PS MAGAZINE

19

Everyone Has a Right to Glide!

How Coaches Can Remove Barriers for Skaters with Disabilities

By Courtney Fecske, PhD, CTRS

U

.S. Figure Skating is making intentional efforts to practice inclusion, appreciate diversity, and enhance equity. When we discuss diversity, equity, and inclusion, people with disabilities are unfortunately often left out of the conversation. Skaters with disabilities are included in this movement and as coaches there are many practices you can follow to encourage people with disabilities to take the ice! This article aims to discuss common barriers that our athletes with disabilities may need to navigate before they even make it onto the ice and what we can do as coaches to help our skaters overcome these barriers.

Common Barriers Hull (1990) wrote, “If any agreement concerning the nature of leisure exists, it is the common belief that leisure is a positive experience accompanied by satisfying and pleasurable moods, emotions, or feelings” (p.104). When many of us think about what we love about skating, it is simply the freedom and feeling of gliding. The cool crisp air on your face, the fluid flow of movement, the “rip” of a running edge, the comfort of the ice, our home. Youth sport in particular has been shown to be an effective mode to promote psychological benefits (Martin, 2006). Evidence overwhelmingly supports that physical activity, recreation, and sport have the potential to positively and significantly impact the lives of participants (Hogan, Caralino, Mata, & Fredrickson, 2015; Gaskin, Anderson, & Morris, 2010).

Thus, if we know that there are many positive outcomes to

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engaging in recreation, leisure, and sport for people with disabilities why do we not see more skaters with disabilities on the ice? Let’s get to the heart of the matter and look at what the evidence shows as to why it is challenging for people with disabilities to access the sport we love.

The research shows that individuals, particularly adolescents with disabilities, have fewer opportunities to participate in leisure, recreation, and sport than those without disabilities (Block, Tallaferro, & Moran, 2013). This is unfortunate because empirical evidence also supports the many positive benefits of participation in sport and physical activity for adolescents with disabilities (Anderson, 2009).

Aside from lack of opportunity, other impactful barriers include (1) lack of knowledge about how to include people with disabilities in sport programming from multiple parties such as program directors and coaches. For people with disabilities (2) attitudes and stereotypes can also be prohibitive towards sport participation. At many rinks there may be a lack of representation of skaters with disabilities.

Further, coaches and ice rink staff may have preconceived notions about if and how someone with a disability can ice skate and this can create an unwelcoming atmosphere.

Another common concern can be a (4) lack of resources and financial support. Next, social support and sense of belonging (5) can make all the difference in creating an inclusive space. Lastly, physical accessibility (6) can be a significant barrier to participation for this community.

Skaters need to be able to access the facilities at an ice rink including the restrooms, locker rooms, lobby, and ice surface. Beyond what evidence shows, as coaches, we found a passion for the ice that we all want to share with our skaters so how can we do this while acknowledging that there may be barriers stopping people with disabilities from participating in figure skating?

Call Out to Coaches: Become a Change Maker!

As coaches, we can actively support and encourage involvement in ice skating for skaters with disabilities at our rinks!

1. Learn about people with disabilities • Reach out to the Adaptive Skating Subcommittee and ask questions.

• Talk with people with disabilities to learn about their needs and how you can support their engagement in ice skating.

• Contact local disability organizations to ask questions and invite them on to the ice.

• Go to the U.S. Figure Skating Adaptive Skating webpage and review resources about adaptive skating.

2. Recruit people with disabilities (McLoughlin et. al, 2017) to try ice skating • Coaches play an active role in introducing athletes to new sports. Encourage people with disabilities to ice skate. Welcome people with disabilities into your skating community.

• Advertise your skating programs/lessons at schools and community recreation centers that children and adults with disabilities participate in.

• Include current skaters with disabilities in exhibitions, recitals, shows, and classes so others in the community can see and know that skaters with disabilities are included.

3. Add adaptive skating registration and classes to your programming • Speak with your skating school directors about adding a class specifically for adaptive skating.

• If you cannot offer a specific adaptive skating class, make it clear that adaptive skaters may register for all offered classes, programs, and recitals offered at your rink.

• Include language that lets the community know you are supportive of skaters with disabilities. You can do this by including images of skaters with disabilities in your program content and specifically including in writing that skaters can request accommodations if needed.

4. Funding Opportunities/Resources • Consider offering skating scholarships or reduced costs for skaters with disabilities to encourage participation.

• Adding an adaptive skating class could be done with a small space on the ice during other classes with assistance from coaches-in-training or volunteers to reduce class/program costs.

• Discuss with your facility manager their willingness to donate ice time for an adaptive skating program.

• Consider scholarships based on need to enhance equity and access for potential skaters.

• Research potential grant opportunities within your community and U.S. Figure Skating 5. Sense of belonging • Be welcoming and accommodating to interested skaters with disabilities in your programs.

• Include skaters with disabilities in your community and show them support and encouragement. Let these skaters know you want them at your rink.

• By learning about people with disabilities, being open minded, using appropriate language, offering inclusive programming, and demonstrating diverse representation you are sending a message that skaters with disabilities belong at your rink.

6. Physical accessibility • Be thoughtful and proactive if there are any physical barriers adaptive skaters may encounter in your rink.

• Physical access begins before you even enter the building. As a starting point when thinking about access does your ice rink offer accessible parking spaces, curb cuts near the main entrance, automatic doors when entering the building, a ramp or lift to enter and navigate the building as appropriate, accessible bathroom stalls, and an accessible route to/from the ice surface, including the initial “step” onto the ice?

• Also consider that accessibility is not always about physical barriers. Other access considerations include loud music playing during free skate or class sessions, providing on ice walkers if needed (adaptive equipment), offering additional instructional support if needed, assessing the lighting in public spaces, and being willing to ask, listen, and learn about the needs of skaters with disabilities.

Make Gliding Inclusive You have read about the barriers and what coaches can do to support skaters with disabilities. I challenge you to become an active change maker and promote inclusion of our sport. Be the coach that reaches out to skaters with disabilities to introduce your passion for ice skating to a group that often does not have the opportunity. Let us truly appreciate diversity on the ice and chip away at the barriers for people with disabilities to get on the ice.

References Anderson, D. (2009). Adolescent girls’ involvement in disability sport: implications for identity development. Journal of Sport & Social Issues, 33(2), 427-449.

Block, M.E., Taliaferro, A., & Moran, T. (2013). Physical activity and youth with disabilities: Barriers and supports. Prevention Researchers, 20(2), 18-20.

Retrieved from http://search.ebscohost.com Gaskin, C. J., Andersen, M. B., & Morris, T. (2010). Sport and physical activity in the life of a man with cerebral palsy: Compensation for disability with psychosocial benefits and costs. Psychology of Sport & Exercise, 11(3), 197-205.

Hogan, C. L., Catalino, L. I., Mata, J., & Fredrickson, B. L. (2015). Beyond emotional benefits: Physical activity and sedentary behaviour affect psychosocial resources through emotions. Psychology & Health, 30(3), 354-369.

Hull, R.B. (1990). Mood as a product of leisure: Causes and consequences.

Journal of Leisure Research, 22(2), 99-111.

McLoughlin, G., Weisman Fecske, C., Castaneda, Y., Gwin, C., & Graber, K. (2017). Sport participation for elite athletes with physical disabilities: Motivations, barriers, and facilitators. Adapted Physical Activity Quarterly, 34(4), 421-441.

Martin, J.J. (2006). Psychosocial aspects of youth. Disability sport. Adapted Physical Activity Quarterly, 23, pp.65-77.

Author Bio: Courtney Fecske, PhD, CTRS is a member of the Adaptive Skating Subcommittee and serves as the Skate United lead. Dr. Fecske is currently an Assistant Clinical Professor at Indiana University-Bloomington in the School of Public Health, is a former Team USA Synchronized skater, and current official for US Figure Skating. She has founded and worked with adaptive skating programs and conducts research focused on examining the impact of participation in adaptive sports and inclusive curriculum design.

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Take a closer look at your professional development path.

One of the most customizable education options is the Accelerated Coaching Partnership (ACP).

The ACP will help you form an alliance with a master-rated coach who can help increase your knowledge and teaching technique in a personal one-on-one format. You and your master-rated colleague will develop a plan that pinpoints your needs as a coach and fosters your growth in the areas that you choose.

Accelerated Coaching Partnership

www.skatepsa.com

Ranking System

Knowing what it takes to be the best is one thing... getting there is another matter.

The Professional Skaters Association’s Ranking System is recognized world-wide and is directed toward the career accomplishments of PSA coaches based on the performance of their skaters/teams. Discipline-specific rankings are recognized as a lifetime achievement by the entire skating community.

For more information and to see if you qualify, visit

www.skatepsa.com

PS MAGAZINE

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COACHING DEVELOPMENT Heidi Thibert, MFS, MM, MC

From Self-Regard to Athlete Regard: The Foundation of Self-Actualization B Y D R . L A U R E N K . M C H E N R Y, C M P C , N C C

I

n a podcast interview with sport psychology consultant, Michael Gervais (2020), Retired Head Coach of the University of California Los Angeles softball team, Sue Enquist said: “My purpose when I was coaching…was to convince people they have it all to reach their best self. I’m just going to create the conditions for you to do it. So, my job is to be a facilitator, and I am going to work really hard to convince you: you already have everything you need to be great.” Enquist shared that she had the most clarity in this purpose in her last 10 years of coaching, during which time she also feels she was most effective. Enquist’s proclaimed purpose offers us a tangible example of what it can look like to relate to athletes with unconditional regard.

In the last issue of this column, I defined “self-regard” as acceptance, respect, engagement with, belief in, and challenge of yourself in any circumstance and provided five strategies to support your own self-regard. I hope you found this valuable for your own well-being and longevity in coaching given the daily stressors this profession brings.

Yet, supporting your own self-regard is also important because research has shown that coaches’ abilities to practice self-regard is a necessary first step in their ability to communicate unconditional regard to their athletes—that is, acceptance, respect, engagement, belief in, and challenge of their athletes (see McHenry, 2021).

Put simply, the ways in which we regard ourselves will surface in how we regard others especially in emotionally charged moments. This notion is foundational to a psychological theory called person-centered theory (PCT).

Coined by Carl Rogers (1959) PCT is supported by decades of research in parent-child and teacher-student relationships, while more recent research supports its application in coach-athlete relationships. PCT can be explained by an “if-then” equation: If a person has developed a consistent sense of self-regard, then they will be able to consistently show high regard to others.

Still, you might ask how this matters for your effectiveness as a coach? Findings from research that my co-authors and I conducted with retired elite figure skaters have demonstrated that the ways in which an athlete

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feels regarded by their coach will impact how they regard themselves (McHenry et al., 2019, 2020). This provides evidence for the second piece to Rogers’ (1959) equation: if a person interprets genuine regard (acceptance, respect, engagement, belief, and challenge) on a consistent basis from a leader or mentor in their life (i.e., a coach), then they will be more likely to develop their own consistent self-regard.

When athletes can accept, respect, engage with, believe in, and challenge themselves, our research has shown that they will have higher quality motivation, be able to trust themselves, the training process, and their coaching staff, and experience higher levels of confidence which can translate to stronger performances (see McHenry et al., 2020).

Yet, communicating unconditional regard is really difficult to do! As humans, our interactions with others will be influenced by our underlying belief systems. To truly be consistent in regarding your athletes, it can be helpful to check your underlying beliefs about the why behind athletes’ behaviors. For example, is that athlete not trying because they’re lazy? Or, were they up all of last night doing homework and their energy is depleted? As coaches, you always have the option to make an assumption about an athlete’s character or to seek to understand more about their context. One concept within psychology called “selfactualization” offers a belief system that is foundational for communicating unconditional regard. This concept challenges all of us to check character assumptions at the door as “self-actualization” means that—when basic needs are met—every human being’s natural tendency is to strive toward their best self and continually grow toward their potential. The concept of self-actualization guides us to consider what basic needs may be unmet in moments when athlete behaviors are not helping them realize potential.

Now, I know it can be difficult to buy in to the idea that people are always striving to be their best especially if you have ever felt let down by an athlete’s behavior. Yet the real value and utility of believing that people are doing the best they can with what they have is irrelevant to whether this is always true. Rather, the value comes with

how this belief can impact your responses to an athlete’s disappointing behavior in a way that gives you a better chance to help them change that behavior.

“...the value comes with how this belief can impact your responses to an athlete’s disappointing behavior in a way that gives you a better chance to help them change that behavior.”

Let’s consider a typical automatic reaction to a disappointing behavior without any consideration of self-actualization. You might become frustrated, angry, or annoyed (moving against the athlete); you might not know how to deal with the behavior and consequentially disregard the athlete (moving away from the athlete); or you might over-accommodate and allow this athlete to break standards for fear of being too harsh (moving toward the athlete). In any of these cases, you begin to form an expectation that this athlete might continue to let you down.

With this expectation, your consistency in acceptance, respect, engagement, belief, and challenge decreases over time. This shift in your interactions will likely contribute to repeated disappointing behavior from the athlete, thus fulfilling the initial expectation you formed.

Now, let’s consider how your response might differ when grounded in the idea that each of your athletes are selfactualizing human beings. That is, as Coach Enquist put it, they have everything they need within them to become their best self, and you are there to help create the conditions for them to do this. While you may still feel initial frustration or annoyance in reaction to a disappointing behavior, a quick reflection on self-actualization would point you toward curiosity about which of the athlete’s basic needs are not met, and how their training conditions may be adjusted to help them bring the best out of themselves in that moment.

Rather than moving against, away from, or toward the athlete, you are now moving with them: You seek to understand their perspective and context and ask what they need. You maintain high expectations for them and directly communicate your belief that they can rise to your expectations. You express that you want to ensure they have what they need to get it done.

Not only does this make for a less stressful experience for you as coach, it can also give your athlete a better chance to change their behavior and prove to you and to themselves that they have everything they need within them to be great.

References Gervais, M. (Host). (2020, February 19). Sue Enquist on What Makes a Great Coach. (No. 212). [Audio podcast episode] in Finding Mastery. https:// findingmastery.net McHenry, L., Cochran, J., Zakrajsek, R., Fisher, L., Couch, S., & Hill, B. (2019).

Elite figure skaters experiences of harm in the coach-athlete relationship: A person-centered theory perspective. Journal of Applied Sport Psychology, published online ahead of print.

McHenry, L. K., Cochran, J. L., Zakrajsek, R. A., Fisher, L. A., Couch S., & Hill, B. (2020). Elite figure skaters’ experiences of thriving in the coach-athlete relationship: A person-centered theory perspective. Journal of Applied Sport Psychology, 1-21.

McHenry, L. K. (2021). A Realist Evaluation of the Professional Development Program Thriving through Being with Professional Coaches and Support Staff of NCAA Women’s Basketball. PhD dissertation, University of Tennessee, 2021.

Rogers, C. R. (1959). A theory of therapy, personality, and interpersonal relationships, as developed in the client- centered framework. In S. Koch (Ed.), Psychology: A Study Of A Science. Formulations Of The Person And The Social Context (Vol. 3, pp. 184-256). New York: McGraw-Hill.

Author Bio: Dr. Lauren McHenry is a former figure skater and certified mental performance consultant through the Association for Applied Sport Psychology. She holds a PhD in sport psychology and motor behavior and is the lead author of two articles on coach-athlete relationships in the Journal of Applied Sport Psychology. Lauren translated her research into practice as the lead creator, facilitator, and evaluator of Thriving Through Being, a professional development program implemented with National Collegiate Athletic Association coaches and support staff from which this article is based. Lauren is a consultant to athletes and coaches across sports nationwide and is subcontracted to support the US Figure Skating sport psychology team. She is based in Charlotte, North Carolina.

Author Contact: mchenry.lk@gmail.com

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Flags Red Flags & Nutrition edgsFla Red Flags & Nutrit

& NutrNutrition & i on Flags & Nutrition

limit whole grains and carbohydrates in the diet which are a main source of energy.

By Jul i a n n e Po n dell i , RM , RF S

Emotional:

R

esearch shows that adolescent athletes are twice as likely to develop eating disorders than non-athletes. For athletes to achieve high levels of success, they most likely have a natural competitive nature and strong discipline. This desire for perfection can increase the likelihood of underfueling. For those adolescent athletes in an aesthetic sport, where they are being judged on appearance and performance, the risk of disordered eating is even greater.

Knowing the warning signs can help coaches to intervene in a timely manner. Addressing disordered eating patterns early can prevent a full eating disorder from developing. This will also increase the likelihood of full recovery.

There are both emotional and physical signs that there may be patterns of restriction, disordered eating, or high risk behaviors around food.

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Preoccupation and increased concern with weight, weight loss, diets, calories, and exercise: Constantly talking about food and weight can signal that there may be an issue developing. Focusing too intently on numbers such as calories or what the scale says start out innocent enough but can easily spiral into an obsession. Counting calories and incessant weigh-ins can be cause for concern, as well as the need to exercise to ‘burn off ” calories.

Food restrictions: Restricting foods may be disguised as becoming vegetarian, vegan or gluten free. These diets are fine to follow as long as the goal is not calorie restriction. If your athlete tells you they are following a new diet, inquire about the reasoning behind it. For example, a gluten free diet is only necessary for a diagnosis of celiac disease.

Research does not support the testimonials of weight loss and increased energy of removing gluten from the diet. Since gluten is a protein found in wheat, being gluten free will

Skipping meals: Intermittent fasting is a huge trend at the moment, however there is very little scientific evidence to support the claims and skipping meals can actually have detrimental effects.

Studies have proven that athletes’ performance significantly decreases when fasting.

Going too long without eating can cause a dip in blood sugar.

This may leave you feeling anxious and moody due to a release in cortisol (the stress hormone). Common meals that are skipped are breakfast, or only having coffee for breakfast or lunch. Not eating throughout the day can cause a binge at dinner which may perpetuate more restriction the next day starting a vicious cycle.

Hormonal imbalances: Mood disorders are oftentimes a comorbidity of an eating disorder. Anxiety and mood swings can accompany food restriction due to low blood sugar levels and the release of cortisol.

Rituals: This includes cutting or tearing foods into small pieces, pushing food around the plate, organizing or separating food on the plate. Rituals can also be only allowing oneself a certain

Red Flags Red & Nutrition tion Red Flags &

& Nutritio

“For example, a gluten free diet is only necesamount of a given food (ie. one bite of a dessert or five M&M’s).

Uncomfortable eating in social situations: Avoiding going out with friends or other social activities because food is involved. Not eating in these situations and offering excuses of fullness or eating prior to going out.

Increased concern with body size and shape: Preoccupation with weight, clothes size, and body image which may be distorted. Being highly critical of one’s body or never feeling thin enough are huge risk factors.

Physical: Weight fluctuations: Noticeable weight changes either up or down. Drastic weight loss can be hidden by wearing layers of clothes or clothes that are too big. Drastic weight gain can accompany binge eating or bulimia.

Stomach cramps: Over long periods of restriction, the GI tract can weaken. This causes a condition called gastroparesis, which is when digestion is much slower and may even stop all together causing bloating, abdominal pain, constipation and vomiting.

sary for a diagnosis of

celiac disease. Research does not support the testimonials of weight loss and increased energy of removing gluten from the diet.”

Feeling cold: Not getting enough calories, being underweight and nutritional deficiencies can all cause an increased feeling of being cold. Low caloric intake makes it impossible to supply the body with the nutrients it needs. The body will prioritize energy needed for brain and organ function rather than keeping the body warm. Fat loss around the eyes, biceps/triceps and ribs are markers for malnutrition.

Fatigue/ Muscle weakness: The body needs energy for its main physiological functions, and if the athlete is not eating enough for the amount of energy they expended while training, the result will be fatigue and weakness. Muscle degeneration noted in the temples, clavicle, scapula, quad, and calf regions are physical signs of malnutrition.

both occur when calories and protein are low. Hair is made out of a protein, keratin that is spared if the body needs the protein for energy.

Dental issues: Constant selfinduced vomiting may cause a variety of physical signs such as discoloration of teeth, enamel erosion and cavities. Calluses on fingers is another sign of selfinduced vomiting.

----

A large number of adolescent athletes engage in disordered eating and restrictive behaviors; however, a smaller percentage have symptoms that lead to formal diagnoses.

Disordered eating patterns or chronic dieting are subclinical symptoms of an eating disorder.

These issues are important to address early on to prevent progression to a full blown eating disorder treatment that may stop their skating career or even threaten their life.

Julianne Pondelli MS, RD, LDN is a Professional Figure Skating Coach and Registered Dietitian in the Boston area. She holds a PSA Registered Rating in MITF and FS and is an AFAA Certified Athletic Trainer.

She is the Head Coach of Northeastern University’s Collegiate Figure Skating Club and coaches at many clubs in the Boston Area. Instagram: @skaternutrition

Dry skin/hair thin: Dry and gray complexion as well as fragile, dry and thinning hair

PS MAGAZINE

27

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Register now and be recognized as a progressive training facility dedicated to excellence in coaching both on and off-ice.

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Close to the

FUN

rt

he

ast

Cham

pi

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sh

s

ISI

ip

Can’t wait to see you Pi

and your skaters in 2022!

o

n

o

of ISI Events!

2022yearslater ISI Synchronized Championships April 1-3 Entry Deadline: Feb. 1 Sharper Edge Skating School Valley Sports Arena Concord, MA

2022 tts

A b u r g h, P

ISI Synchronized Beantown Showdown April 2 Entry Deadline: Feb. 1

2022 ISI Northeast Championships May 13-15 Test & Entry Deadline: March 25 Ice and Blades Figure Skating Team Alpha Ice Complex Pittsburgh, PA

2022 ISI World Recreational Team Championships Aug. 4-7 Test & Entry Deadline: May 20 Edge Ice Arena Bensenville, IL 2022 ISI Adult Championships Oct. 8-9 Test & Entry Deadline: Sept. 1 South Suburban Sports Complex Littleton, CO

28

JANUARY/ FEBRUARY 2022

NEW!

EX

PSA Hockey Skating

3

T

1

he PSA Hockey Skating program is designed to teach skating instructors the proper methods of teaching hockey skating. The primary focus is up-to-date techniques to help hockey players become better skaters.

Courses are progressive with one building upon the other. There are currently four levels of certification from Hockey Skating 1 to Hockey Skating 4. Hockey Skating 1, 2, and 3 are currently offered in the e-learning platform via skatepsa.com. Hockey Skating 4 will be offered at the PSA Summit in Chicago.

2

HOCKEY SKATING 1 The Hockey Skating 1 online course is designed to assist professional figure skating coaches with coaching hockey players. The course will explain the basics of hockey and how to teach hockey-related skating skills and drills.

HOCKEY SKATING 2

4

HOCKEY SKATING 3 The Hockey Skating 3 course is designed for professional skating coaches who are teaching advanced level hockey players. It includes general information on rules, stick handling, checking, and shooting. Detailed information on progressive skill development, common errors and advanced skating skills along with game scenario drills, are discussed.

HOCKEY SKATING 4 Hockey Skating 4 presents a business model and outlines an in-depth plan to run your own hockey camps or administer in-house hockey programs. The course will also discuss ways to advance elite players, tips from the masters, a review of skill progression, and answers to the most frequently asked questions. This course is often offered at the annual PSA Summit or as a hockey-specific seminar or clinic.

The Hockey Skating 2 online course includes nuances of the game, explanations of offensive and defensive zone play, an introduction to hockey terminology terms, skating drills for groups and teams, and a detailed description of how to properly fit hockey skates. Information on the how to customize private lessons to the needs of the individual hockey player is also included. Lesson plan preparation will also be covered.

Increased business

Coaching partnerships

New clientele

PS MAGAZINE

29

P ROF ESSIONAL S K ATE R S F O U NDATIO N

Officers, Board Members and Trustees PRESIDENT Patrick O'Neil VICE PRESIDENT Carol

A Mission to Assist

TREASURER Scott McCoy SECRETARY Gerry Lane BOARD MEMBER

B Y P AT R I C K O ’ N E I L ,

Murphy

Paul Wylie Carol Rossignol Tim Covington Kelley Morris Adair Jill Maier-Collins TRUSTEE

Richard Dwyer Robbie Kaine Wayne Seybold Moira North Curtis McGraw Webster SKATERS' FUND – DONATION LEVELS:

• Platinum 10,000+ • Diamond 5,000+ • Gold 1,000+ • Silver 500+ • Bronze 100+

Recognition opportunities for donors available The Professional Skaters Foundation (PSF) was founded to expand the educational opportunities of PSA members through a 501(c)(3) nonprofit, charitable foundation.

The PS Foundation recently joined the Smile Amazon Program. Amazon donates 0.5 of all eligible purchases to a charity that you designate on the Smile.amazon.com website. AmazonSmile is a simple and automatic way for you to support the PS Foundation every time you shop, with no additional cost to you. Simply go to smile.amazon.com from your web browser, choose the PS Foundation as your designated charity, and use your existing amazon. com account with all the same settings! We all shop on Amazon today; please consider choosing the PS Foundation as your designated charity and start shopping on smile.amazon. com! Please spread the word to family and friends!

The deadline for all scholarships is February 15, 2022.

P S F O U N D AT I O N P R E S I D E N T

T

he mission of the Professional Skaters’ Foundation is to assist coaches and performing skaters with educational opportunities or at times when they may find themselves in financial need due to sickness, disability, or age. Several scholarship opportunities have been established and it is the hope of the Foundation Trustees that each of you reading this article will take the time to read about the opportunities and then apply.

THE DON LAWS APPRENTICE SCHOLARSHIP • Three merit-based scholarships available yearly • Direct expenses incurred for attending the PSA Apprentice Development Program at Shattuck-St. Mary’s in Faribault, MN (travel, lodging, meals) • Awarded based on dedication to coaching, sound character, and ethical practices • Applicant must hold a Registered Rating or higher in any discipline • This scholarship focuses on the development of coaching skills • Apprentice with master-rated coaches and one-to-one time with mentors THE DAVID SHULMAN LEADERSHIP SCHOLARSHIP • One scholarship available • Winner will be given the opportunity to attend a PSA Board Meeting as an observer • Winner will able to attend the annual PSA Summit, which includes: o Attendance at the PSA Awards Dinner o Participation in a “one-on-one” Q and A with Mr. Shulman or another past leader o Shadow a PSA leader o Receive travel to and from the summit and accommodation for up to three nights • Applicant requirements include: o Full member in good standing with the PSA o Hold a senior rating or higher in any discipline o Continue to stay committed and engaged as a leader in PS THE WALTER AND IRENE MUEHLBRONNER SCHOLARSHIP • Four scholarships available • Can be used for Ratings Prep, Seminars, Clinics, or Summit • Intended to reimburse associated fees to attend a PSA educational program • Eligible candidates must be: o Full member of the PSA for at least one year o Hold a registered rating or higher in any discipline o Proof of liability insurance o Completed their CERs for the current season THE SKATERS' FUND Founded by Coach Charles Fetter in 1998, The Skaters Fund assists all coaches and performing skaters who need financial assistance due to sickness, disability, or problems due to aging. Since its inception, The Skaters Fund has awarded over 248,000 in assistance to over 80 recipients. Charles Fetter passed in August of 2014 following a 12-year battle with cancer. Among his final wishes was that the Skaters Fund become a part of the PS Foundation and continue to provide assistance to coaches and performing skaters in need. Any coaches or performing skaters who find themselves in financial need due to illness, age or disability are welcome to apply for financial assistance.

All coaches are strongly encouraged to apply for these scholarships.

A Community that Cares 30

JANUARY/ FEBRUARY 2022

RATED ADVENTURER

g n i t a R r u o y t r Sta t e l d n a y a d journey to ! n i g e b e r u t n e v the ad The PSA Rating System is for coaches who want to validate their skating skill and teaching experience. Ratings are an assurance to clubs, rinks, skaters, parents, and the general public that the coach they hire is technically qualified to instruct at the level in which they are rated.

www.skatepsa.com

BEST BUSINESS PRACTICES

Best Practices for Virtual Lessons

BY J I MM I E SA N T E E , MG , M P D, C FS

O

ne unplanned benefit of COVID-19 is that teaching virtually is a viable business model. While rinks were initially closed, this required coaches and athletes to think outside the box in order to maintain relationships and to keep all engaged. The simple answer to not violating health codes was to teach remotely using any number of videomessaging platforms or apps.

But COVID did not discover virtual lessons. Virtual lessons have been around since the advent of Skype® in 2003. While initially only a small number of coaches taught virtual lessons, each arena or club had to fend for themselves, creating their own policies and procedures.

As a former rink manager, the first policies I created had to do with the video capabilities of our smart phones or camcorders. In those days, parents would video lessons or practices. To get better video, parents would invade the team boxes or stand in the doorways.

This became very intrusive and coaches complained about their invaded space.

"Do not film and skate at the same time."

Today, virtual lessons are becoming more prevalent. Video capabilities of our smart phones and tablets continue to evolve.

Online payments system like PayPal® and Venmo® make the business aspects both easy and efficient. Many of the best practices you use in your physical location can easily be transferred online. However, there are also adjustments that need to be made in order to maximize your effectiveness and preserve a safe environment.

The Professional Skaters Association and its membership aspire to the highest ideals of professionalism and recommend the following best practices to consider incorporating into your virtual program: Please note: the following are best practices and should not be interpreted as legal advice.

1. Treat virtual coaching as a new relationship with an arena or club In many ways virtual coaching is a new kind of relationship and working out the details is essential to starting

32

JANUARY/ FEBRUARY 2022

out on the right foot. Review the arena or clubs policies and procedures.

A. Club or arena guest coaching policies — A virtual coach must agree to abide by the arenas and/or U.S. Figure Skating Club guest coaching policies. In some instances there is a written/signed agreement. i. In situations where the ice is run by a U.S. Figure Skating club, the coach must be fully compliant (U.S. Figure Skating rules GR 4.00-4.04, in the current U.S. Figure Skating Rulebook). ii. The arena should also provide detailed written instruction for virtual lessons. Many arenas prohibit virtual lessons on congested sessions.

What is considered congested is at the discretion of the arena management. iii. Who is filming and from where? Generally, off-ice filming is preferable as to not interrupt the flow of the session. Additionally, some arenas only allow a staff coach or arena employee be filming. iv. Recording — Is the lesson being recorded and by who? Who has access to the recording?

B. Commission — If the arena charges a commission, the virtual coach would be responsible for payment.

C. Certificate of liability — Virtual coach must supply the arena and/or U.S. Figure Skating Club with a certificate of liability naming the arena or club as an additional insured. It is also a prerequisite that the insured determines that their policy allows for virtual lessons.

D. Waivers — All skaters must provide the virtual coach with an Assumption of Risk, Waiver and Release, and Indemnification agreement.

E. U.S. Figure Skating SkateSafe policies — The virtual coach must abide by U.S. Figure Skating SkateSafe policies, including Two-Deep Leadership. i. Specifically, Two-Deep Leadership is a mandatory policy that requires at least one other person, preferably an Adult, be present at all times with an Adult Participant and a Minor

Athlete when the interaction between the Adult Participant and Minor Athlete is not within a public viewing area where interactions can be easily observed and at an interruptible distance from another Adult (i.e., “rule of three”). Two-Deep Leadership is a policy that is intended to limit one-on­one interactions not only to help with the protection of Minor Athletes but also to help protect Adult Participants from false or unsubstantiated accusations. ii. Coaches should inform and gain permission from the parents of their athletes for the various ways they plan to communicate with their skaters, including copying an adult for all communication with minor athletes. Communications with minors (e.g., notes, email and internet exchanges, telephone calls) must be for professional reasons only.

SkateSafe policies can be found at www.usfigureskating.org/skatesafe 2. Closely monitor skater safety and provide appropriate and specific feedback The safety of the skater is the responsibility of both the virtual coach and camera-person.

Virtual Coach: • Is it safe? Is it efficient? Does it produce the desired result?

• Remind the skater to be careful when skating into traffic.

• Use video replay sparingly.

Camera-person: • Stand by the barrier when videoing or off-ice as much as possible.

• Videoing from the team box areas will give the coach the perspective of the video feed provided to the technical panel and judges.

• Do not follow the skater while filming.

• Keep your eyes up, ears open and pay attention to your surroundings at all times.

• When reviewing video with the student, stand by the barrier or off-ice.

• During feedback, allow the skater to see the coach.

3. Emergencies In case of an injury, or building emergency, you should have an emergency action plan in place.

As a virtual coach, you are supervising the athlete. It is important that you understand your duties and to assign additional responsibilities to the camera person. The camera person should understand their responsibilities regarding the safety of the skater in all potential emergencies. When in doubt call 911 or the local emergency number which should be pre-programed in your phone.

Although these best practices were compiled with virtual coaching in mind, the responsibilities and expectations for an in-person coach during a lesson are largely the same.

PS MAGAZINE

33

NEW MEMBERS

34

We lc coac ome hes!

NEW MEMBER

SPONSOR

NEW MEMBER

SPONSOR

Ann Adams

Jeffrey Czarnecki

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Alexei Kiliakov

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Tyra Schmalzbauer

Rose Esteb

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Sergey Sidorov

Alexei Sidorov

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Megan Gifford

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Grant Hochstein

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Kelly Liang

Jessica K. Smith

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Rory O'Brien

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Jimmie Santee

JANUARY/ FEBRUARY 2022

Do you know coaches who are new to the profession?

Help them get a head start on their coaching career, and encourage them to join PSA! skatepsa.com/membership

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

CALENDAR of E V E N T S

DECEMBER–JANUARY Dates: December 14, 2021 – February 1, 2022 Event: Creating the Total Package with Frank Carroll Location: Virtual Credits: 9 PSA Credits

FEBRUARY Date: Event: Location: Credits: Deadline:

February 28- March 1, 2022 PSA Ratings Prep—Free Skating, Moves in the Field & Group LifeGuard Arena, Henderson, NV 18 PSA credits February 1, 2022

MARCH Date: Event:

Credits: Lottery Opens

March 20, 2022 PSA Virtual Ratings All Levels for Free Skating and Moves in the Field Disciplines 1 per exam January 10, 2022

APRIL Date: Event: Credits: Lottery Opens:

April 10, 2022 PSA Pre-Summit Virtual Ratings—Registered & Certified Levels for All Disciplines 1 per exam January 31, 2022

MAY

36

Date: Event: Location: Credits: Deadline:

May 24, 2022 PSA Summit Ratings—Senior & Master Levels for All Disciplines Hyatt Regency Schaumburg–Chicago 1 per exam March 15, 2022

Date: Event: Location: Credits:

May 25-27, 2022 PSA Summit— Chicago, IL Hyatt Regency Schaumburg- Chicago Minimum of 21 PSA credits

JANUARY/ FEBRUARY 2022

Please visit www.skatepsa.com for the most current Calendar of Events

OBITUARY

Jim Stephens

Earn 18 Educat PSA ion Credits al

Las Vegas February 28 – March 1, 2022

We are excited to return to a live Ratings Prep! Prepare for your next exam with two full days of in-person learning in Las Vegas.

Cost: Early Bird $260 | $320 after January 28 For more information and to register, visit

www.skatepsa.com MOVES IN THE FIELD | FREE SKATING | GROUP

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James (Jim) T. Stephens died on November 12th at the age of 100. Jim started teaching figure skating in Lethbridge, Alberta, Canada in 1941.

He met Dorothy A. Stephens at the ice arena in Lachine, Quebec, Canada when he was stationed there during WWII. They were married December 21, 1944 and taught one winter in Edmonton, Alberta outdoors, two years at the Tacoma Ice Palace in WA, and three years at the Portland Colosseum before leasing the Ballard Ice Arena in Seattle, WA from 1951-1962 when they opened Highland Ice Arena in Seattle/Shoreline in December 14, 1962. He passed just five weeks before their 77th anniversary.

Jim was a gold medalist in figures and freestyle, pre-golds in ice dancing. He taught Morey Stillwell ice dancing and Morey taught Jim roller dancing.

Jim and Dorothy took several skaters to Nationals.

They were both Grandfathered in as Master Rated Figure and Freestyle Coaches of the PSA (PSGA) at the time the rating system began and served on several ratings panels. He was also a Charter member of the ISI. Many of Jim and Dorothy’s students went on to skate in ice shows and/or teach professionally. Some of their students that went on to coach include, DeAnn Biadek, Marlene Jackson, Ginny Lettengarver, Linda Sowell Stabler, Diane Shatz Rawlinson, Kim Ryan, Valerie McBroom Madzke and their daughter, Terry Green. In the 70’s and later, he focused more on the business operations, fitting and sharpening skates and training others.

Many skaters drove from as far as Portland to have their skates fitted or sharpened by Jim. He installed or replaced 16 ice surfaces and ran the Bellevue Ice Plaza a few years before selling it.

Jim loved to watch the new generations of up and coming skaters at their rink and give them a few pointers whenever asked.

Jim was also a competitive curler and was instrumental in bringing the sport of curling to Seattle. He competed in three National Championships and coached several Jr Men’s teams to the World Championships. He served as the first Head Referee for the US National Men’s Championships when the referee system began and trained referees for many years. He was inducted into the US Curling Hall of Fame in 1997.

One thing he loved about the business and the sport was all the friends he made in the skating community. He especially loved it when former skaters returned to the rink with their kids and grandkids and stopped to say “hello.”

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PS MAGAZINE

37

A PUBLICATION OF THE PROFESSIONAL SKATERS ASSOCIATION

3006 Allegro Park Lane SW Rochester, MN 55902

202 2 S UMMIT

May 25–27

x

Chica go Join us in Chicago to reflect on where we've been and map out the path ahead.

There will be hugging, laughing, learning, sharing... crying?

y e n r u Jo

take in a river tour.

It's been a rough road; we won't judge.

We'll bring the tissues and hugs!

More information at skatepsa.com/summit