January/February 2021 PS Magazine

JANUARY/ FEBRUARY 2021

d n a r a e y w e A n h start. s e r f a

For the coaches.

The Professional Skaters Foundation was founded to expand the educational opportunities of PSA members through a non-profit, charitable foundation.

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All contributions are tax-deductible.

JANUARY/ FEBRUARY 2021

JAY ADEFF/U.S. FIGURE SKATING

COLUMNS 2

Team PSA

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President’s Message

6

Ratings

8

SafeSport

FEATURES

| Alex Chang

| Cheryl Faust | U.S. Figure Skating

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Sport Science

18

Education

24

Coaching Development |

34

Best Business Practices

| Garrett Lucash

| Carol Rossignol Heidi Thibert

DEPARTMENTS 7 30 36 38

Professional Development Recognition Professional Skaters Foundation

12

2021 Summit Preview

18

The Skate America Bubble

20

Hosting Competitions in the Time of COVID

28

How Yoga Can Help Coaches |

32

USOPC Presentation #2: 9–14 Years Old

| Terri Milner Tarquini

| Kent McDill

Sarah Neal

Welcome!

New Members PSA Calendar of Events Elizabeth Thornton | Editor/Advertising Amanda Taylor | Art Director

Issue No 1 |

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PS MAGAZINE

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Gratitude, Perspective, and Community

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

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s many of our PSA team members are facing rink closures again, we are reminded of the importance of practicing gratitude, keeping a positive perspective, and connecting with our skating community in different ways.

At PSA headquarters, we are trying to focus on what we can do, rather than what we cannot.

We send so much gratitude to our members for standing with us during this challenging time, and we are positive we will come out of this a better organization for you.

Although it is difficult not seeing you in person at events, it is inspiring to see the engagement and enthusiasm for reimagined virtual events.

Hang in there. You’ve got this.

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 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 Melanie Bolhuis Area Area 9 Lisa Bardonaro-Reibly

Everyone has something to share.

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Alex Chang Rebecca Stump Tim Covington Denise Williamson Lisa Hernand Christine Fowler-Binder Phillip Mills Michelle Lauerman Andrea Kunz-Williamson Patrick O'Neil Cheryl Faust Doug Haw Derrick Delmore Tom Zakrajsek Phillip DiGuglielmo Kelley Morris Adair Cheryl Faust Patrick O'Neil Jane Schaeber Colin McManus Kelley Morris Adair Teri Klindworth Hooper Rebecca Stump Tim Covington Jimmie Santee

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

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

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

THE PROFESSIONAL SKATER Magazine Mission: To bring to our readers the best information from the most knowledgeable sources. To select and generate the information free from the influence of bias.

And to provide needed information quickly, accurately and efficiently.

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

The Professional Skater (USPS 574770) Issue 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, Fax 507.281.5491, Email: office@skatepsa.com © 2020 by Professional Skaters Association, all rights reserved. Subscription price is $19.95 per year, Canadian $29.00 and foreign $45.00/year, U.S. Funds.

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PRESIDENT’S MESSAGE Alex Chang, MFS, RM

New Beginnings and the New Year T

he new season brings new hope, hidden possibilities, and most importantly, a moment to reset, reflect, and restart. The past year has no doubt brought unprecedented challenges to all of us, but before we breathe a collective 2021 sigh of relief, the battle with COVID continues and the game plan still requires mindfulness, strategy, and execution.

The good news is that we as coaches are known to be examples of resilience, patience, and resourcefulness. We bring out the best in others, identifying the challenges and opportunities with each scenario and make the best of each situation. No two skaters are alike and so we adapt our plans accordingly, and this past year we have all had to adapt, re-adapt, and ‘re-imagine’ the possibilities.

So I ask, what would you like to see for yourself as we begin the new year? Like a sculptor shapes his/her clay, what imprint, design, and vision will you bring to life for yourself, for your skaters, and for your communities? What strategies are you working on with your rinks, your clubs, and your coaching team? Every county, state, and region is different and requires collaboration on a local level to find the right solution, now more than ever. With so much uncertainty, it may feel like this is an unfair and unanswerable question, but remember, smart decisions combined with small steps and team collaboration creates visible results.

As skaters, we have all had to face what felt like impossible scenarios, but we took on the challenge, faced the competition, and focused on ‘the work’ — on quality, on performing our personal best, on achieving one goal at a time and build upon each accomplishment. Though we are not able to control or ‘fix everything’ in our bubble, we can focus on what we can do (versus what we can’t) and walk away each day with pride, dignity, and personal satisfaction.

As you read this, just remember that you are not alone, and your friends at the PSA will continue to provide education and professional growth opportunities. We have continued to add more Virtual Ratings Exams in response to your requests, as well as Virtual Foundations of Coaching Course, Virtual Summit, Webinars, Accelerated Coaching Partnerships

"As skaters, we have all had to face what felt like impossible scenarios, but we took on the challenge, faced the competition, and focused on ‘the work’...”

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(ACP), and upcoming Virtual Ratings Prep. The staff and leadership have been busy re-imagining all of our curriculums and formats in an effort to provide accessible education and support to our members.

Together, we will persevere and find our strength. Wishing you all a fresh start and renewed purpose in the new year.

Yours in skating,

RATINGS Cheryl Faust MFS, MM

Virtual Trial Examiner Process H

appy New Year! We hope that 2021 will bring good news to everyone reading this magazine and to their loved ones.

With the onset of the pandemic in the spring of 2020, the PSA Ratings Team (Cheryl Faust, Carol Rossignol, Barb Yackel, Heidi Thibert, and Denise Williamson) knew that the ratings format needed to make a dramatic jump into the world of virtual testing. We have landed with great success! The Ratings Team continues to address to make the process better and easier for all concerned. As the demand for virtual ratings has continued to grow, we know that we must increase our pool of volunteer PSA Examiners to fulfill the need across all the disciplines.

It has been long expressed that the value of our ratings system rests on the quality and expertise of our examiners.

The Ratings Team is taking this opportunity to update the process for a master rated coach to become an examiner within the discipline they hold their master rating. The process will be more in depth for the trial examiner, can be completed from the comfort of their own home, and will begin on March 1st, 2021. This will also give those previously started in the trial examiner process an opportunity to finish what they have started. Additionally, those already needing to finish a level or two within their disciplines can use this format to complete the process.

Applications for new trial examiners can begin submitting their applications in January 2021. Trial examiners that are currently in process of trialing need to contact the PSA office at: byackel@skatepsa.com.

Introducing the New Process for Trial Examiners in the Virtual Rating Exam Format 1. Potential trial examiners must apply to the Ratings chair requesting to trial examine by submitting a Trial Examiner Application 2. If approved by the Ratings chair and discipline chair, they will be provided with a link(s) to an exam(s) in the discipline of their master rating in which they have selected to “trial” that have been conducted from previous virtual exam sites.

3. The trial examiner will watch the exam(s), fill out the trial evaluation form provided to them and submit their evaluation of the exam(s) to the discipline chair.

4. The trial evaluation will be reviewed by the discipline chair, the ratings chair, and one member of the ratings team or the exam monitor.

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5. The trial examiner will then attend a Zoom meeting discussion together with the discipline chair, exam monitor, and/or a member of the Ratings Team to defend their decision and evaluation of the exam(s) they reviewed. (Other trial examiners may present during this discussion.)

6. Each trial examiner will need to view and evaluate a minimum of three exams at each level in order to be confirmed as an examiner for that discipline.

7. The trial examiner must be approved by the Ratings Team and discipline chair to serve as an examiner.

8. Once approved as an examiner, they will be assigned as a back-up examiner at the registered level before proceeding to the next higher level.

Qualification to be a Trial Examiner • • • • •

Must be mastered rated in the discipline they wish to trial Must be a current PSA full member in good standing Must be current on U.S. Figure Skating coach compliance Must submit a trial examiner application to the PSA office Must trial a minimum of three exams (in the discipline) at each level • Must attend a trial examiner training session • Must pass the current online examiner test prior to being assigned as a back-up examiner on a panel • Must sign a strict pledge of confidentiality Reading the process and guidelines may seem long, but it is following a similar procedure that was in place when the PSA was conducting in-person rating sites. We believe that trial examiners will be able to move through this progression to reach examiner status much quicker and incur no personal expenses.

Exams will be ready to be sent to trial examiners beginning March 1st. Please be sure your Trial Examiner application is on file with the office so you can get started (or resume your trialing). We need you and your expertise!

The process is virtual but the gratification and knowledge you gain as an examiner is very REAL. We close this article with the quote we use when inquiring about examiner availability for virtual exams.

Please think about this when you consider becoming an examiner, a mentor, or a helpful coaching colleague: “The quickest way to succeed is by helping others do the same.” ~ Napolean Hill.

Thank you and we look forward to working with you!

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

October 25, 2020 Virtual Rating Exams

Basic Accreditation

Marlin Arevalo RFS Ellen Bennett RM Katie Cope RFS Shannon Damiano RFS Mackenzie Decker RFS Thobie Fauver RFS

Elena Morrow-Spitzer

Anne Goldberg Baldwin RM Tara Lorenz SFS Aurore Michel RFS Joey Miller RFS Fernando Montoel SFS Caroline Nickerson RFS

Farina Rahman Lillian Derynck

Hockey Skating 1 Pene DeMaster

November 22, 2020 Virtual Rating Exams Claire Lonergan CG Tara Lorenz CC Kseniya Ponomaryova SC Serenity Scarle RG Kristina Soto SG

Hannah Bay CG Mackenzie Decker RG Anne Goldberg-Baldwin SC Stacie Kuglin CG Inna Kuznetsova CC

Maggie Iverson

Hockey Skating 2 Felicity Lothrop

December 13, 2020 Virtual Rating Exams Amy Anderson RFS Marlin Arevalo CFS Erin Egelhoff RM Anne H. Goldberg-Baldwin SFS

Claire Lonergan CM Katie Luggar RM Amy Nunn SM Kathyrn Vaughan RM

VIRTUAL RATINGS PREP TRAINING DATES: EVENT:

March 12-14, 2021 PSA Virtual Ratings Prep — Free Skating,

Moves in the Field & Group Disciplines CREDITS: 24 PSA credits Prepare for your next rating exam right from the comfort of home. Ratings Prep Training is an intensive and comprehensive tutorial that prepares coaches for oral rating exams. Featuring an all master-rated coaching faculty, the delivery and content is designed to support coaches and generate a positive exam preparation experience.

If you are interested in validating your skating skills and teaching experience, visit skatepsa.com to learn about the PSA Rating System. A rated coach is an assurance that this individual is qualified to instruct at the level in which they are rated regardless of personal background and skating achievement.

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

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powerful tool for preventing the risk of abuse and misconduct is bystander intervention. Bystander intervention is recognizing an interaction that involves potential abuse or misconduct and choosing to respond in a way that has the potential to positively influence the outcome.

The techniques outlined in this article can be used by people of all ages in all roles to assist with creating a safe, protective, and supportive skating environment. Coaches and other leaders in the sport are encouraged to talk to young athletes about how they support their peers.

Bystander intervention is never one-size-fits-all. Before deciding to intervene in a situation of bullying, harassment, or any other type of abuse or misconduct, be sure to think about your own safety and wellbeing first. Ask yourself: What options do I have to intervene? Who else may be able to assist me? How can I ensure I’ll be safe when I do intervene?

The following are the main steps to helping when you witness a situation that involves or has the potential to involve abuse or misconduct.

1. First, take the time to notice the event. Often, we can be distracted by our phones, other people, or other tasks we’re working on. Pay attention to your surroundings and the interactions that are happening around you — you may have the opportunity to protect a person from abuse or misconduct by doing so.

2. Next, take your knowledge of SafeSport policies and determine if a situation you’re witnessing crosses the line of becoming abuse or misconduct. When doing so, always error on the side of caution and don’t allow peer pressure to impact your own interpretation of a scenario.

3. After you’ve determined that a situation of abuse or misconduct has or is occurring, have the courage and the confidence to assist. If not you, then who?

4. Lastly, know how to help. As mentioned earlier, make sure you think of your own safety and wellbeing when determining how to help. Help can be both direct and indirect, but make sure that you do something. Again, if not you, then who?

Additionally, here are some tools that demonstrate a variety of strategies that can be used when making the choice to intervene. Standing up to abuse and misconduct is always the right decision and these tools will help find a strategy that works best for you.

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DIRECT. There may be times you feel comfortable and safe directly intervening in the situation. You can start by pointing out the inappropriate behavior in a safe, respectful manner or you can step in and say, “Is everything OK here?”

DELEGATE. It’s OK to feel wary or shy about intervening directly. You can also diffuse a situation by getting help.

Help can come from another bystander, a trusted adult, a police officer, a friend, a parent, and so on. If you’re at the rink and witness abuse or misconduct, who would you trust to help you diffuse the situation? Club leadership can often times be a great place to start when you’re not sure who to turn to.

DISTRACT. Creating a diversion to deescalate an abusive or bullying situation is another tactic that can be used.

If you’re in a locker room where abuse or misconduct is occurring, tell one of the people involved that you heard somebody in the hall was looking for them. If you witness bullying, you can engage in the conversation to change the topic. These examples will give the person affected by the abuse or misconduct a chance to get away.

The examples above are not intended to be an exhaustive list of ways to intervene, but rather they’re intended to let you think of the form of bystander intervention that may work best for you. To learn more about bystander intervention, visit www.greendot208.org. Green Dot believes that for every act of violence — bullying, sexual harassment, stalking, teen dating abuse, domestic violence — there is a moment when someone can step in to stop it.

When you’re using these tactics or others to intervene in situations of abuse or misconduct, always remember the importance of keeping yourself safe and the importance of reporting. Situations of abuse and misconduct can be reported directly to club or rink leadership, or to U.S. Figure Skating’s SafeSport team. All allegations of abuse or misconduct that are sexual in nature should be reported to the U.S. Center for SafeSport and local law enforcement.

Questions about SafeSport policies, bystander intervention, and reporting can be directed to safesport@usfigureskating.org.

MAY 24-28th Scheduled to Present

TEAMS After gathering your survey responses regarding the 2021 Summit and being sensitive to the challenging financial situation we know many of you are experiencing, the PSA Board of Governors has voted to move to a virtual format for the 2021 Summit.

Surya Bonaly

Garret Lucash

PSA will offer a fully virtual Summit during the week of May 24-28, 2021 similar to last year, but with some notable changes.

The 2021 Virtual Summit will include more live, interactive sessions and networking opportunities.

Josh Babb

Like you, we value the in-person networking and

Lauren McHenry

TOGETHER EVERYONE ACHIEVES MORE SUCCESS

collaboration that happens at the Summit each year. We also miss seeing our members in person and gathering with our PSA family. However, PSA felt it could not guarantee a safe and healthy Summit experience.

Given the unknowns, PSA leadership felt it was best to focus on producing an affordable Virtual Summit in a way that protects your health, as well as the health of your family and skaters.

Registration for the 2021 Virtual Summit will open in January and more information will be available as soon as we pivot our plans to create a

Monday May 24

Tuesday May 25

Skating Injuries

SafeSport

Gretchen Mohney

Shelbi Meyer

Pole/Video/Coach

Choreographer + Coach

Peter Biver, Surya Bonaly

Welcome and President’s Message

LIV E S ESS IO NS

Shae-Lynne Bourne

Coach of the Year Team Jenni Meno, Todd Sand, Christine Fowler-Binder

Shae-Lynne Bourne

Skating Skills/ Loops/Twizzles Josh Babb

Jackson Ultima Mark Ladwig

USOPC Meet Area Reps

Susie Parker-Simmons

Thank you for being part of Team PSA!

REGISTRATION Registration will open in January 2021.

MEMBERS: $275 NON-MEMBERS: $475 JUDGES: $100 Visit our Summit page for more information.

Tentative Agenda Wednesday May 26

Thursday May 27

Mental Health

USOPC Nutrition

Caroline Silby, Lauren McHenry

Carrie Aprik, Susie Parker-Simmons

LTS + Aspire

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

Kyoko Ina

Spins

Jumps

Off- Ice Class

Kristen Fraser

Lee Barkell

Aleksey Letov

Lee Barkell

Nathan Truesdell

quality virtual event. Keep an eye on the Summit webpage during the coming weeks for updates on speakers, topics, and events.

Nadine Dubina

President’s Reception

Friday May 28 PSA Insurance EPIC Insurance

CoachConnect Susi Wehrli McLaughlin

Club, Rink, Coach Teams Alex Chang, Patrick O’Neil

Diversity Equity, Inclusion Nathan Truesdell, Denise Viera, Darlene Lewis

Pairs

Developing a System/Support Mitch Moyer, Justin Dillon

Collaboration Nation Derrick Delmore, Garrett Lucash

General Assembly

Awards

Summit Wrap Up

SPORT SCIENCE Garrett Lucash, RFS, RM

Part 1

Optimizing Figure Skating Performance As the current Chair of the PSA Sport Science Committee I am dedicated to providing our readership with research that can enhance our coaching practices. We coaches can think of ourselves as lifelong learners who seek to elevate our sport to new levels not seen before. To do so, we must challenge existing beliefs, be open to new ideas, and integrate what we learn into an organized, yet constantly evolving, set of core principles that inform our coaching methodologies. One theory that greatly enhanced my own coaching practices is the OPTIMAL theory for motor learning. The OPTIMAL theory was conceived by professors Gabriele Wulf and Rebecca Lewthwaite. I had the

opportunity to meet them both at a Neurorehabilitation Conference in Boston several years ago. I am happy to share with you an article I co-authored with Gabriele, which presents the OPTIMAL theory and applies its core principles to figure skating practice. Gabriele is a distinguished professor whose research has been cited more than 30,000 times. The OPTIMAL theory has greatly influenced physical therapy and athlete development domains.

You can learn more about OPTIMAL theory through the extensive references we provide in the article. ~ Garrett Lucash

T

Enhanced expectancies

heories have important functions in their respective fields. They explain certain phenomena (e.g., motor skill learning) and make predictions that can be tested in experiments. In addition, theories often have important practical implications. As Kerlinger (1973) remarked: “Nothing is as practical as a good theory.”

A few years ago, Rebecca Lewthwaite and I (Wulf & Lewthwaite, 2016) published a new motor learning theory, the OPTIMAL theory (Optimizing Performance Through Intrinsic Motivation and Attention for Learning). The theory integrates research findings from recent years and describes factors or conditions that are essential for motor learning. It explains how these conditions directly influence the execution of movements (motor performance) and, in the longer term, the learning of motor skills. I (Garrett Lucash) read Gabriele and Rebecca’s work in numerous textbooks, book chapters, and research journals and attended one of their presentations at a recent neurorehabilitation conference. The OPTIMAL theory has influenced my coaching practices tremendously.

Here, we provide an overview of the OPTIMAL theory and its implications for skating practice. Two motivational factors, enhanced expectancies for one’s own future performance and learner autonomy, and an attention-related factor, an external focus, are central to the theory (see Figure 1). All three factors are important for the production of economic and fluid movements that are necessary for the achievement of the movement goal.

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As studies have shown, conditions that increase learners’ expectations of their future performance not only increase their self-efficacy beliefs, but they also have a positive impact on learning. Confidence in one’s own performance can be promoted in different ways. Positive feedback plays an important role in this regard. In several studies, the effectiveness of feedback after “good” versus “poor” performances was examined (e.g., Chviacowsky & Wulf, 2007). It turned out that feedback after relatively successful performances led to better learning (i.e., performance in delayed retention or transfer tests). One reason why this is interesting is that in practical settings instructors often underestimate the need to highlight successful movement executions. In contrast, the importance of corrections is often overestimated.

The above point that learners tend to prefer positive feedback has implications for effective coaching practices and there are different ways coaches can share feedback after positive trials. I (Garrett Lucash) developed a feedback method called positive bandwidth feedback, which is inspired by a traditional method — bandwidth feedback (Schmidt, Lee, Winstein, Wulf, & Zelaznik, 2019) — and Wulf and Lewthwaite’s research. Positive bandwidth feedback involves feedback provision only after the athlete completes positive trials of a skill. This involves several steps. First, select the target skill. Then define success for the task. Finally, clearly explain these parameters to the athlete so they know the coach will provide feedback

MOTIVATION

Autonomy

SELF-FOCUS

Enhanced expectancies

ATTENTION

Goal-action coupling

FOCUS ON TASK GOAL

External focus

Motor performance Motor learning

Figure 1. Schematic of the OPTIMAL theory

only when the athlete achieves success. Then the athlete engages practice. Let’s say, for example, the target skill is an Axel and the athlete can land the jump somewhat consistently but the quality needs to be improved. The athlete has difficulty stepping over their skating hip from the back edge. The coach can define success as “an improved step over the skating hip” (notice how we did not define success as “landing the jump” – more on that later).

As the athlete practices, the coach need not comment if the athlete errs — the athlete will already know they have not achieved success yet. Each time the coach observes an improvement in the athlete’s step from the back edge, they let the athlete know through encouraging feedback (e.g. “Yes, that is better!”). In this way, the coach provides feedback after successful completion of the target task.

Also, conditions that make a task appear less difficult can increase performance expectations. For example, a coach can define movement success in such a way that it is relatively easy to achieve (e.g., Palmer, Chiviacowsky, & Wulf, 2016; Trempe, Sabourin, & Proteau, 2012). In a study

by Palmer et al. (2016), in which a golf putting task was used, two concentric circles of different sizes were placed around the target point. A control group was informed that all balls that came to rest within the larger circle were “good” attempts. For another group, the smaller circle was used as a criterion for successful attempts. As expected, the first group had more success (22% “good” attempts) than the second group (8%) during the practice phase.

Importantly, the group with more success experience

showed better learning outcomes. In retention and transfer tests the next day, with the circles removed, that group still showed greater putting accuracy.

If we apply the above approach to figure skating practice, success can be defined in different ways. Success can mean landing a jump with a positive grade of execution (GOE). Success can mean to land the jump regardless of quality. Success can also be defined as an improvement in the execution of the jump (e.g., step over the skating hip on the Axel) regardless of whether or not the athlete landed it. To help determine how to make a task appear less difficult, coaches can assess each context. How new is the skill to this particular athlete? How are the athlete’s mechanics? What are the athlete’s current emotional and motivational states? By identifying such parameters, coaches can adapt the practice goals to facilitate the likelihood of context-specific success for their athletes.

Even simple encouraging remarks that remind a learner of their movement-related experience — thereby making a new task seem less daunting — can work wonders.

For example, in one study a group of participants who were about to learn a new balance task was informed that “active people, with their experience” are usually relatively quick to master the task (Wulf, Chiviacowsky, & Lewthwaite, 2012). Compared to a control group, this group not only made more progress during practice; on another day, they demonstrated more effective task performance (i.e., learning) — due to a single sentence uttered before they began practicing the task. Below are

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some figure skating specific examples: • Skaters who work on their basic skills the way you do improve their jumps more rapidly than skaters who do not.

• Since you landed your double Axel off the ice first, you will learn it quicker on the ice.

• Skaters who take regular strength and conditioning classes tend to develop their spin positions faster.

• Skaters who prepare a pre-competition routine the way you do tend to perform better.

Even simple suggestions that a task is “learnable” can enhance individuals’ expectations and facilitate learning (e.g., Drews, Chiviacowsky, & Wulf, 2013). That is, instructions or feedback that promote a “growth” mindset (Dweck, 2006) can alleviate learners’ concerns about their abilities and reduce or at least prevent a detrimental self-focus. As a result, movements are performed more fluidly and effectively (Wulf & Lewthwaite, 2009). Also, as Cimpian, Arce, Markman, and Dweck (2007) have demonstrated, simple differences in the wording of instructions can influence performers’ conceptions of ability and have an important influence on individuals’ motivation and continued interest in a task.

Why are enhanced expectancies so important? Positive expectations or experiences lead to the activation of dopamine neurons. The release of dopamine not only improves immediate performance, but is also essential for consolidating what has been learned (Trempe, Sabourin, & Proteau, 2012). The combination of challenging practice conditions and success is particularly effective. Occasional failures temporarily lower dopamine levels, but the positive effect of subsequent success is even greater (Schultz, 2013).

In Part 2, we will present the other two factors — autonomy and external focus of attention — central to the OPTIMAL theory and its implications for figure skating practice.

References Abdollahipour, R., Wulf, G., Psotta, R., & Palomo Nieto, M. (2015). Performance of a gymnastics skill benefits from an external focus of attention. Journal of Sports Sciences, 33, 1807-1813.

An, J., Wulf, G., & Kim, S. (2013). Increased carry distance and X-factor stretch in golf through an external focus of attention. Journal of Motor Learning and Development, 1, 2-11.

Chauvel, G., Wulf, G., & Maquestiaux, F. (2015). Visual illusions can facilitate sport skill learning. Psychonomic Bulletin & Review, 22, 717-721.

Chiviacowsky, S., & Wulf, G. (2007). Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport, 78, 40-47.

Cimpian, A., Arce, H.-M., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, 18, 314–316.

Chua, L.-K., Wulf, G., & Lewthwaite, R. (2018). Onward and upward: Optimizing motor performance. Human Movement Science, 60, 107-114.

Deci, E. L., & Ryan, R. M. (2008). Self-Determination Theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49, 182-185.

Drews, R., Chiviacowsky, S., & Wulf, G. (2013). Children’s motor skill learning is influenced by their conceptions of ability. Journal of Motor Learning and Development, 2, 38-44.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.

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Gabriele Wulf, PhD

UNLV Distinguished Professor Department of Kinesiology and Nutrition Sciences University of Nevada, Las Vegas E-mail: gabriele.wulf@unlv.edu

Halperin, I., Chapman, D. T., Martin, D. T., Lewthwaite, R., & Wulf, G. (2016).

Choices enhance punching performance of competitive kickboxers.

Psychological Research, 82, 1051-1058.

Hartman, J. M. (2007). Self-controlled use of a perceived physical assistance device during a balancing task. Perceptual and Motor Skills, 104, 1005–1016.

Hooyman, A., Wulf, & Lewthwaite, R. (2014). Impacts of autonomy-supportive versus controlling instructional language on motor learning. Human Movement Science, 36, 190-198.

Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997).

Maximizing performance effectiveness through videotape replay and a selfcontrolled learning environment. Research Quarterly for Exercise and Sport, 68, 269-279.

Kal, E. C., van der Kamp, J., & Houdijk, H. (2013). External attentional focus enhances movement automatization: A comprehensive test of the constrained action hypothesis. Human Movement Science, 32, 527-539.

Kerlinger, F.N. (1973). Foundations of behavioral research (2nd ed.). New York: Holt, Rinehart & Winston.

Kim, W., Chang, Y., Kim, J., Seo, J., Ryu, K., Lee, E. et al. (2014). An fMRI study of differences in brain activity among elite, expert, and novice archers at the moment of optimal aiming. Cognitive & Behavioral Neurology, 27,173–182.

Lemos, A., Wulf, G., Lewthwaite, R., & Chiviacowsky, S. (2017). Autonomy support enhances performance expectancies, positive affect, and motor learning.

Psychology of Sport and Exercise, 31, 28-34.

Lewthwaite, R., Chiviacowsky, S., Drews, R., & Wulf, G. (2015). Choose to move: The motivational impact of autonomy support on motor learning. Psychonomic Bulletin & Review, 22, 1383-1388.

McKay, B., Wulf, G., Lewthwaite, R., & Nordin, A. (2015). The self: Your own worst enemy? A test of the self-invoking trigger hypothesis. Quarterly Journal of Experimental Psychology, 68, 1910-1919.

Milton, J., Solodkin, A., Hluštík, P., & Small, S. L. (2007). The mind of expert motor performance is cool and focused. NeuroImage 35, 804-813.

Palmer, K., Chiviacowsky, S., & Wulf, G. (2016). Enhanced expectancies facilitate golf putting. Psychology of Sport and Exercise, 22, 229-232.

Pascua, L.A.M., Wulf, G., & Lewthwaite, R. (2015). Additive benefits of external focus and enhanced performance expectancy for motor learning. Journal of Sports Sciences, 33, 58-66.

Post, P. G., Fairbrother, J. T., Barros, J. A., & Kulpa, J. D. (2014). Self-controlled practice Within a fixed time period facilitates the learning of a basketball set shot. Journal of Motor Learning and Development, 2, 9 -15.

Reeve, J., & Tseng, C. M. (2011). Cortisol reactivity to a teacher’s motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion, 35, 63-74.

Schmidt, R. A., Lee, T. D., Winstein, C. J., Wulf, G., & Zelaznik, H. N. (2019). Motor control and learning (6th edition). Champaign, IL: Human Kinetics.

Schultz, W. (2013). Updating dopamine reward signals. Current Opinion in Neurobiology, 23, 229-238.

Totsika, V., & Wulf, G. (2003). The influence of external and internal foci of attention on transfer to novel situations and skills. Research Quarterly for Exercise and Sport, 74, 220-225.

Trempe M., Sabourin, M., & Proteau, L. (2012). Success modulates consolidation of a visuomotor adaptation task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 52–60.

Wulf, G. (2013). Attentional focus and motor learning: A review of 15 years.

International Review of Sport and Exercise Psychology, 6, 77-104.

Wulf, G., & Adams, N. (2014). Small choices can enhance balance learning.

Human Movement Science, 38, 235-240.

Wulf, G., Chiviacowsky, S., & Cardozo, P. (2014). Additive benefits of autonomy support and enhanced expectancies for motor learning. Human Movement Science, 37, 12-20.

Wulf, G., Chiviacowsky, S., & Drews, R. (2015). External focus and autonomy support: Two important factors in motor learning have additive benefits.

Human Movement Science, 40, 176-184.

Wulf, G., Chiviacowsky, S., & Lewthwaite, R. (2012). Altering mindset can enhance motor learning in older adults. Psychology and Aging, 27, 14-21.

Wulf, G., Freitas, H.E., & Tandy, R.D. (2014). Choosing to exercise more: Small choices can increase exercise engagement. Psychology of Sport and Exercise, 15, 268-271.

Wulf, G., Landers, M., Lewthwaite, R., & Töllner, T. (2009). External focus instructions reduce postural instability in individuals with Parkinson disease. Physical Therapy, 89, 162-168.

Wulf, G., & Lewthwaite, R. (2009). Conceptions of ability affect motor learning.

Journal of Motor Behavior, 41, 461-467.

Wulf, G., & Lewthwaite, R. (2016). Optimizing Performance through Intrinsic Motivation and Attention for Learning: The OPTIMAL theory of motor learning.

Psychonomic Bulletin & Review, 23, 1382-1414.

Wulf, G., Lewthwaite, R., Cardozo, P., & Chiviacowsky, S. (2018). Triple play: Additive contributions of enhanced expectancies, autonomy support, and external attentional focus to motor learning. Quarterly Journal of Experimental Psychology, 71, 824-834.

Wulf, G., McNevin, N. H., & Shea, C. H. (2001). The automaticity of complex motor skill learning as a function of attentional focus. Quarterly Journal of Experimental Psychology 54A, 1143-1154.

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PS MAGAZINE

13

The Skate America

“Bubble”

By Terri Milner Tarquini Photos by Jay Adeff/U.S. Figure Skating

T

he 2020 Skate America in-person competition was a victory for Mariah Bell, Nathan Chen, Alexa Scimeca Knierim and Brandon Frazier, and Madison Hubbell and Zachary Donohue, but it was especially a victory for the sport of figure skating.

November 10 was 14 days after the skaters, coaches, officials and staff left Las Vegas and the tracking window closed, reporting zero positive COVID cases.

The Skate America “bubble” was a success.

“There’s a big sigh of relief,” said Bob Dunlop, Senior Director of Events for U.S. Figure Skating. “We knew we could do it, but to actually do it — and do it completely safely — is a wonderful feeling.”

Skate America, with a 60-skater maximum entry, was the perfect sized competition to test the proof of bubble concept, which had to be approved by the Nevada Gaming Control Board, as the Orleans Arena is adjacent to the hotel and considered casino property.

“The bubble took shape with private rooms and walkways Gracie Gold waits to take the ice

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and elevators,” Dunlop said. “It was approved and came to fruition and there has been wonderful feedback.”

Master-rated Tammy Gambill, a coach of over 30 years currently at the Broadmoor Arena in Colorado, had three competitors at the event: Karen Chen, Camden Pulkinen, and Audrey Shin.

“The amount of work that had to go into making it happen is astronomical,” said Gambill, the U.S. Figure Skating/PSA Developmental Coach of the Year in 2017.

“Everyone did such an amazing job.”

The overview version of the bubble was this: athletes, coaches and officials were each picked up at the airport and transported to the arena, where COVID tests were administered and boxed meals were picked out. From there, participants used elevators and a walkway that was specifically set aside for Skate America to get to their rooms, where they waited until their test results came back negative. After that was established, there were masks and social distancing and temperatures taken to enter the arena and an app to disclose any symptoms.

“It was all so well-organized, and the kids were so excited to be there and so thankful to have the opportunity to compete,” Gambill said. “They even had clapping and audience noise so there wasn’t just silence when they finished their routines. I can’t say enough about how U.S. Figure Skating pulled this off. The fact that they made it happen is mindboggling. And there was never a second that I didn’t feel safe and comfortable being there.”

With no spectators allowed and only athletes under the age of 18 able to have a chaperone present, skaters performed in front of a cut-out “audience,” that even included the Geico gecko — and a judging panel that looked different from previous Skate Americas.

“While the technical panel is assigned by the ISU, usually the judging panel is a true international panel, with one judge from each represented country,” Dunlop said. “But we decided that the Grand Prix series would have to be a domestic-only event, so no international judges and an all-U.S. Figure Skating officials’ panel. The only participants from abroad were a few international skaters who live and train in the U.S.”

Todd Sand and Jenni Meno-Sand with Alexa Scimeca Knierim and Brandon Frazier

The all-U.S. Figure Skating edict extended to the running of the entire event.

“For the first time ever, there were no outside volunteers,” Dunlop said. “U.S. Figure Skating staff descended en masse and were ice monitors, played music, anything that needed to be done. We had to limit the footprint in the bubble, so everyone rolled up their sleeves and lent a hand where needed. It was a long week, but very, very satisfying.”

It took a village and all participants heeded the call. U.S. Figure Skating staff, coaches, and athletes were supported by the PSA in their efforts to produce a safe, competitive opportunity at Skate America 2020.

“It was an amazing experience and a true cooperative effort,” Dunlop said. “The athletes, the coaches and the officials all had a huge role in this being a success. We had many more touch-point calls with all of those groups than ever before in preparation. As an organization making an event happen, I am so proud of everyone’s willingness to cooperate and the level of support from the athletes, coaches, officials and staff.”

With 2020 Skate America now in the books, there is plenty of relief, satisfaction and an eye on the future.

“I think everyone really took pride in the fact that we were able to adapt and adjust,” Dunlop said. “No matter the circumstances, we proved we can still be elite athletes and coaches.”

For an insider’s view of the Skate America 2020 bubble, Mariah Bell posted a video that can be found on the Team USA Facebook page.

The information in this article was current at the time of article submission and may not reflect any changes made to the U.S. Championships plan after Nov 1, 2020.

Coach Jeremy Allen with skater Finley Hawk

Looking Ahead Using Skate America as a pattern, U.S. Figure Skating announced on November 9 that the 2021 U.S. Figure Skating Championships would be relocated from San Jose, California, to the Orleans Arena in Las Vegas – the same venue that successfully hosted 2020 Skate America at the end of October.

“It was not a decision that was made lightly,” said Bob Dunlop, Senior Director of Events for U.S. Figure Skating. “We have amazing partners in San Jose and we really wanted to have the competition there, but the success and comfort level of the bubble in Las Vegas had a lot to do with it.”

In another COVID-related pivot, the lead-up to the U.S. Figure Skating Championships, already scheduled to look different than ever before, has had another change.

Due to many recent surges of the virus across the country, the 2021 U.S. Championship Series will be conducted virtually, still allowing senior and junior skaters to qualify for the in-person U.S. Figure Skating Championships.

The U.S. Figure Skating Championships will use Skate America’s operational plan as a blueprint with the senior-level competition taking place from January 11-17 and the junior-level competition happening from January 19-21. As with Skate America, there will be no spectators, but fans can watch on NBC, NBCSN and Peacock Premium.

“The U.S. Championships are quite a bit bigger than Skate America,” Dunlop said, “but we’ve spread it out over two weeks out of necessity. We are confident that the plan that worked with Skate America will be successful in January as well.”

PS MAGAZINE

15

Coaches, we are here for you.

Please consult our COVID-19 webpage at www.skatepsa.com for more information and resources to help guide you through these trying times.

• Latest updates from PSA • Links to various government resources for assistance, loans, and other economic programs Join the talented Disney On Ice team and find infinite opportunities to reach your potential as a performer.

Start your journey at DisneyOnIceAuditions.com

• PSA "Coaching Forward" and "Safe at Home" Webinar Series – free recordings at PSA TV • PSA Virtual Membership meeting discussing concerns on PSA TV • Many more valuable links to resources

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As a registered facility you will receive an EOI shield for display and international recognition in PS Magazine—all at no cost!

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

Counters B Y C A R O L E S H U L M A N M F F, M P , S D , M P D , M G , M C , M M

A

counter is identified as being turned outside a circle like a bracket and a rocker is identified as being turned into a circle like a three turn. Like brackets and three-turns, all rockers and counters are skated forward and backward, on outside and inside edges and executed on both the right and the left foot. The quality of the turns may depend upon whether they are used in moves in the field, dance, free skating or figures, however, the technique remains basically the same.

Counters A counter turns against the natural rotation of the curve. It does not change edge or feet. It does change direction and travels from one circle or curve to another.

FORWARD INSIDE COUNTERS begin on a forward inside edge and end on a backward inside edge. To execute a right forward inside counter, begin on a right forward inside edge with the left (free) foot in front and over the print. The left arm is leading and the right arm is trailing.

The head is looking forward to where the counter will be placed. The weight over the blade is back of center and the skating knee is slightly bent. On the approach to the turn, the body begins to rotate clockwise and tightens as the left arm crosses in front of the body while the right arm counters behind and the torso (or core) provides pressure against the shoulders/arms. As the counter is turned the body weight which began back of center on the blade now presses forward to just behind the master toe pick, while at the same time the free foot may move closer to the skating foot (knee lifts) which helps to rock to the front of the blade without going onto the toe pick. This shift allows the heel of the blade to lift and rotate through the turn without scraping as the direction changes from forward to backward without changing edge. Begin to reverse the body just prior to the turn and at the apex of the turn, as the blade is turning from front to back, the shoulders/arms counter strongly against the hips to initiate a secure checked position on the exit of the turn. The head remains looking in the direction of travel. The balance over the blade is now front of center and the left arm leads over the print while the right arm trails. The left (free) foot action is optional. It can assist in the turn by scissoring (a quick action moving

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the free foot from front to back using a leverage action against the skating foot) and ending either in front or behind after the turn or some prefer no free foot action at all. Choose the action that works best for your skater.

Left forward inside counters are technically the same except begin on the left foot with right arm forward and left arm in back.

FORWARD OUTSIDE COUNTERS begin on a forward outside edge and end on a backward outside edge. To execute a right forward outside counter, begin on a right forward outside edge with the left (free) foot in front and over the print. The right arm is leading and the left arm is trailing. The head is looking forward to where the counter will be placed. The weight over the blade is back of center and the skating knee is slightly bent. On the approach to the turn, the body begins to rotate counter clockwise and tightens as the right arm crosses in front of the body while the left arm counters behind and the torso (or core) provides pressure against the shoulders/arms (shoulders against hips).

As the counter is turned the body weight which began back of center on the blade now presses forward to just behind the master toe pick, while at the same time the free foot may move closer to the skating foot (knee lifts) which helps to rock to the front of the blade without going onto the toe pick. This shift allows the heel of the blade to lift and rotate through the turn without scraping as the direction changes from forward to backward without changing edge. Begin to reverse the body just prior to the turn and at the apex of the turn, as the blade is turning from front to back, the arms counter strongly against the hips to initiate a checked position on the exit of the turn. The head remains looking in the direction of travel. The balance over the blade is now front of center and the right arm leads over the print while the left arm trails. Like the inside counter, the left (free) foot action is optional. It can assist in the turn by scissoring (a quick action moving the free foot from front to back using a leverage action against the skating foot) and ending either in front or behind after the turn or some prefer no free foot action at all. Choose the action that works best for your skater.

Left forward outside counters are technically the same

Start

except begin on the left foot with left arm forward and right arm back.

BACKWARD INSIDE COUNTERS begin on a backward inside edge and end on a forward inside edge. To execute a right backward inside counter, begin on a right back inside edge with the left (free) foot in back and over the print. The left arm is leading and the right arm is trailing. The head is looking toward where the counter will be placed. The weight over the blade is forward of center and the skating knee is slightly bent. On the approach to the turn, the body begins to rotate counter clockwise and tightens as the left arm crosses in front of the body while the right arm counters behind and the torso (or core) provides pressure against the arms. As the counter is turned the body weight which began front of center on the blade now rocks back to just behind center allowing the front of the blade to lift and turn from the backward direction to a forward direction without changing edge. The knee simultaneously straightens to assist the weight in rocking to the back of the blade. Begin to reverse the body just prior to the turn and at the apex of the turn, as the blade is turning from back to front, the arms counter strongly against the hips to initiate a secure checked position on the exit of the turn.

The balance on the blade is now back of center and the left arm is leading over the print while the right arm is trailing.

The left (free) foot action is optional. It can assist in the turn by lifting the knee up slightly and then scissoring (a quick action moving the free foot from back to front using a leverage action against the skating foot) and ending either in front or behind after the turn or some prefer no free foot action at all. Choose the action that works best for your skater.

Left backward inside counters are technically the same except begin on the left foot with right arm leading and left arm is trailing.

BACKWARD OUTSIDE COUNTERS begin on a forward outside edge and end on a forward outside edge.

To execute a right backward outside counter, begin on a right back outside edge with the left (free) foot in back and over the print. The right arm is leading and the left arm is trailing. The head is looking toward where the counter will be placed. The weight over the blade is forward of center and the skating knee is slightly bent. On the approach to the turn, the body begins to rotate clockwise and tightens as the right arm crosses in front of the body while the

left arm counters behind and the torso (or core) provides pressure against the arms. The body weight which began front of center on the blade now rocks back to just behind center allowing the front of the blade to lift and turn from the backward direction to a forward direction without changing edge. The knee simultaneously straightens to assist the weight in rocking to the back of the blade. Begin to reverse the body just prior to the turn and at the apex of the turn, as the blade is turning from back to front, the arms counter strongly against the hips to initiate a secure checked position on the exit of the turn with the right arm leading and the left arm trailing. The left (free) foot action is optional. It can assist in the turn by lifting the knee up slightly and then scissoring (a quick action moving the free foot from back to front using a leverage action against the skating foot) (and) ending (either in front or) behind after the turn or some prefer no free foot action at all.

Choose the action that works best for your skater.

Left backward outside counters are technically the same except begin on the left foot with left arm leading and right arm is trailing.

EXERCISES 1. Practice the turn on two feet and then on one foot.

2. Using a hockey line begin on the appropriate edge (inside or outside) on one side of the line, place the turn on the line and exit on the other side to create a visual.

3. Stand close and hold on to the rink boards, execute the turn action and push away from the boards as you exit from the turn.

4. Place a three-turn, full circle, pivot or loop after the counter to help secure the outgoing position.

5. Practice power pulls prior to the turn to feel the counter rotation action of the hips and shoulders.

Carole Shulman is the former PSA Executive Director, master rated in seven disciplines, and Level IV ranked.

PS MAGAZINE

19

Hosting Competitions in the Time of COVID

By Kent McDill

In Alena Lunin’s mind, it was time.

After cancelling competitions in March and August due to concerns over the spread of COVID19, Lunin decided it was time to give it a shot. Skaters needed to skate, competitors needed to compete, and the skating world in the United States needed to come together again.

S

o Lunin, the skating director for the Fort Wayne (Ind.) Skating Club, put all of her efforts into creating the Battle of the Blades, which was held Oct. 2-4 at the SportONE Parkview IceHouse. Despite only having two weeks for registration, 243 skaters participated in the event, making it the largest skating competition in the country since March 1, 2020.

Lunin has conducted competitions in Fort Wayne in the past, but this one was different because she had to consider an entirely new set of needs and requirements in order to make the event safe from the threat of the coronavirus.

“I felt I know what needs to be done to have a safe environment,” Lunin said. “But I also know how important it was for all level skaters to have an opportunity to be able to skate and show their programs and to give them all something to look forward to.”

Lunin has worked as a member of U.S. Figure Skating

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committees to determine how to proceed with competitions amid continuing coronavirus flares. She also found herself cancelling events in March and in August in Fort Wayne because the threat of spreading the virus was too great.

But her work on those two earlier events allowed her to come up with a plan for the October event.

The details

There is one element all skating competitions include: a sea of humanity. There are skaters and coaches and judges and parents and grandparents and chaperones and skating fans, and they are all indoors. Lunin’s task was to limit the number of people who came within six feet of each other, and to limit the time any participant, coach or attendee spent inside the facility.

So she started with the most difficult chore: limiting spectators. Unlike other competitions, where a skater

other plexiglass shield that surrounded the rink was raised approximately eight inches so skaters could hear their coaching instructions.

“One of the coaches asked if we could raise the plexiglass a little bit higher so he did not have to bend down to speak to his skaters,” Lunin said. “But raising the glass would allow coaches to put their faces into the skater’s face, and we were not going to allow that. So it stayed at eight inches.”

A coach’s view

performs in front of everyone who has ever been invited to Thanksgiving dinner, the Battle of the Blades limited attendance to one chaperone and three spectators per skater.

And that limitation prompted one of the more difficult phone calls Lunin experienced in hosting the event.

“I got a call from a grandmother,” Lunin said. “She said ‘I am dying, and if you do not allow me in, I won’t be able to see my granddaughter skate one last time’. That, of course, was not my decision. I had to put a limit on spectators for everybody.”

In order to limit the exposure of people inside the facility, Lunin set up tents outside as staging areas, where skaters and coaches could wait for their turn to enter the building under very tight time frames.

The facility has three rinks, and Lunin used all available entryways, including emergency exits, to separate spectators based on which rink their skater was competing in.

Spectators were required to use outside stairs to get to their seats rather than battle their way through crowds indoors, and were required to leave once their skater had competed. Coaches and skaters had their own entrance to the facility, and judges were required to enter through a different door.

Everyone who entered the building had their temperature taken, and they were told that if they registered a temperature of 100.4 or above, they would not be allowed to enter.

Skaters were put onto a very tight time schedule. Their check-in was 25 minutes before their competition, and they had only 10 minutes in the “ready room” to make sure their costume and makeup were properly prepared.

Competitors were encouraged to do as much as they could in terms of preparation in their hotel rooms prior to going to the facility.

Everyone was required to wear a mask at all times, with the exception of skaters when they were on the ice.

A special physical arrangement was created in order to allow for interaction between skaters and coaches during warmups and just before the competition began. Every

PSA Executive Director Jimmie Santee was coaching at the event. He was impressed by virtually every change that was made in order to keep participants and spectators in proper social distance. “There was no loitering inside the building at all, and no contact with anyone other than the people you were traveling with,’’ Santee said. “There was no coach’s room. There was a little more flexibility for the coaches, but they took our temperature every day when you showed up, and you got a wristband that indicated you had been tested.

“In the rinks, where they had lifted the plexiglass, they had signs for every skater: Skater No. 1, Skater No. 2, Skater No. 3, so we each had our own specific spot to talk to the skaters,” he said. “We were never on top of anybody else.”

Santee noted that there was an employee at each rink with a towel and disinfectant and “he just circled the rink, wiping the boards down continually. He never stopped going in circles.”

And then, it rained

The phrase is Yiddish in origin: “Man plans, and God laughs”.

Everything was going swimmingly until, ironically, it rained on Sunday. The tents, which were so hospitable on Friday and Saturday, became a bit more hectic, and spectators who were gathered outside in anticipation of entering were required to spend more time in their cars.

But, the athletes were not as willing to wait endlessly out in inclement weather before competing.

“The athletes could not be out in the rain,” Santee said.

“The parents wanted to be underneath the tent. That is a factor for competitions moving forward. I don’t know how they can overcome that without having 20 tents. It is going to be dependent on good weather, and if it is somewhere like Minnesota, we already have snow, we are already into winter. That is something they are going to have to overcome and I’m not sure how they are going to do that.”

Was the competition affected by COVID?

There were fewer spectators in the stands, and there was a lot less confusion in the facility hallways. Skaters who were accustomed to certain pre-skate rituals had their schedules impacted. Everything prior to actually competing was a little bit different.

But the competition went off without a hitch.

PS MAGAZINE

21

Emergency Exit

TECH... VIDEO Panel

# 11 # 12 # 13 #14

Skaters Coaches

OFFICIALS ONLY

Chaperones/ Spectators ONLY Entry / Exit

CURTAIN

READY Room

Skaters Chaperones Volunteers Vendors

READY Room

OFFICIALS Restroom Rink 1

OFFICIALS

Announcer

VIDEO

MUSIC

VIDEO

OFFICIALS Restroom Rink 3

READY Room

READY Room

Skaters Coaches

TECH

# 10

Station 3 - READY

Rink 1 Restrooms

Bleachers

Acci

#9

Music

#8

glass (6 total) slightly lift for coaches

Station 4 ON ICE Entrance

OFFICIALS Rink # 1

Rink 2 Rink 3

Announcer

#7

Ice WALL

#6

Group # 2 - UPI

Station 3 - READY

Rink 1

#5

Entrance # 11-12

Skaters# 10--14

OFFICIALS Rink # 3

IJS EVENTS

Referee

#4

Music

#3

Referee

JUDGES

#2

Entrance # 9-10

OFFICIALS

Skater # 1

Rink 2

Entrance # 7-8

UPI - ONLY (No Spectators)

Entrance #6

Skaters # 7-10 Skater # 6 Group # 1 - UPI

Entrance #5

Skater # 5

Station 4 ON ICE Entrance

Entrance # 3-4

Skaters # 1-4

Ice WALL

Rink 3

6.0 EVENTS

Glass (6 total) slightly lift for coaches

Entrance # 1-2

2nd panel 4 special events

2020 Battle of the Blades Rink Map - 1st Floor

CHECK-IN Table

Ice Rink Entry

STORAGE

OFFICIALS Dinning/Waiting Area

FWISC Preparation Room

Rink 1

IJS EVENTS

OFFICIALS Meals Pick-Up Station

UPI - ONLY

Rink 2

Rink 3

6.0 EVENTS

Bleachers

2020 Battle of the Blades - Rink Map - 2nd Floor

ENTRANCE / EXIT Chaperones / Spectators ONLY

Emergency Exit

Chaperones/ Spectators Entrance / Exit From Outside of the facility directly UP the STAIRS

COACHES Dinning/Waiting Area

WALKWAY OFFICIALS

Entrance

Restrooms

“Overtime Bar & Grill”

STAIRS Elevator

OFFICIALS COACHES ONLY

Entrance

Accounting Room

Officials MEETING Room

2nd Floor Entry

“The stuff that went down on the ice, it was like there was nothing different,” Santee said. “Skaters are resilient.

When they came into the building, they put their skates on, they had an opportunity to warm up. It was well scheduled that way. It really did not affect the competitors.”

“There was more structure,” Lunin said. “Everybody knew where to go and what to do. It was better that way.”

And there was an unexpected (and possibly humorous) virtue to competing at the time of COVID. “I think it was less stressful for the skaters because the parents weren’t there,” Lunin said. “Coaches weren’t by them every minute.”

“In some ways, it probably had less pressure,” Santee said. “They were just thankful to be there and to be able to skate and compete. Yes, everybody was concerned about passing COVID around, but within my group, everybody was doing what they were supposed to do, staying masked, keeping social distance. I think that was very successful.”

Lessons learned

Santee said the precautions necessary to have a successful competition in the time of COVID reminded him of the precautions made when the federal Safe Sport program was

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instituted to protect athletes from bullying, harassment, hazing, or abuse of any kind.

“When Safe Sport came about, that set up a whole new set of issues, and you had to have all these protections limiting people into certain areas,” Santee said. “COVID is like that. I don’t think it is as big of a leap to make some of the other additional changes. Most clubs that do competitions are pretty adept at adapting.”

Santee noted that Skate America was about to be conducted in Las Vegas using the “bubble” system the NBA, WNBA, and NHL used to conduct their truncated seasons, keeping all athletes, coaches and judges in one area with no permitted access outside of that area.

While Lunin noted the extra time required to prepare a facility to host a major competition, Santee said he was not as concerned about cost for events going forward as he is about revenues.

“The issue is more the number of skaters the event can draw or accommodate, which might lower the revenue,” he said. “That is more of the trick. It is probably going to be reflected more on the revenue side than the expense side.”

That was, in fact, a concern for Lunin and the Fort Wayne Skating Club because there was only a two-week window for registration. Future events will be able to plan for more time to attract competitors.

Lunin said skating needed to move forward in order to survive.

“You want to prove it is possible, but we have to be smart, make sure we take the correct steps and precautions,” Lunin said. “Our work will die if we are not allowed to have competitions.”

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

COACHING DEVELOPMENT Heidi Thibert, MFS, MM, MC

Essential Coaching Knowledge In the last issue of PS Magazine, the Coach Development column began a series of articles excerpted from the “USOPC Quality Coaching Framework 2020” assembled by the Coaching Education Department of the United States Olympic and Paralympic Committee. The first in the series covered the Introduction and Chapter 1. This issue contains QCF 2020 Chapter 2: Essential Coaching Knowledge. Again, while you are reading this, if you are not a Team USA coach (yet), everywhere that the article refers to “Team USA”, in your mind, I want you to substitute it with “TEAM PSA” and imagine how you

can utilize these concepts for your everyday coaching skills and reach your full coaching potential. It bears repeating that I have permission from the USOPC to reprint this material and share it with all levels of coaching. I hope you find this information useful and impactful. I heard positive feedback from several of you after the last issue, so please let me know your thoughts by sending me a note at: hthibert@skatepsa.com, and I will forward on to the USOPC as well.

- Heidi DeLio Thibert, PSA Senior Director of Coaching Development

B

ecoming a quality coach requires a foundation of core knowledge that covers a wide range of subjects.

Every coach enters the role with a unique foundation of education and experience. When first learning to coach, new knowledge is stored as isolated bits of information.

With additional experience and careful reflection, coaches begin to see patterns, and the knowledge becomes more organized and easier to retrieve.

The use of this process referred to as building mental representations,1 is a defining characteristic of quality coaches. Expert coaches differ from novices both in the quantity and quality of mental representations of their knowledge. Skillful coaching rests on a strong foundation of essential coaching knowledge.

In the United States, the National Standards for Sport Coaches 2 traditionally has served as valuable guidance in identifying essential coaching knowledge. Since these standards were first introduced in 1995, much has been learned about quality coaching from the vast amount of coaching and athlete development research that has emerged. It is now widely recognized that the foundation of essential coaching knowledge consists of professional knowledge, interpersonal knowledge, and intrapersonal knowledge (see figure 2.1).3,4 Each type of coaching knowledge is associated with a set of core coaching competencies.

Professional Knowledge Sport Experience and Expertise At a minimum, knowledge of sport-specific rules and safety issues2 is a must for coaches in any environment.

Also beneficial is an understanding of the sport’s unique tradition and culture, which can be learned in part by

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Intrapersonal

Professional

Interpersonal

FIGURE 2.1 Coaching knowledge components.

studying or observing the sport. However, much of the traditions and cultures inherent in each sport are only learned through direct participation in the sport. In the performance sport setting, therefore, some level of experience as an athlete in the sport is advantageous, although certainly not required. Direct experience as an athlete can help coaches to better relate to the challenges encountered by their athletes, and it has also been shown to build the athletes’ trust and confidence in the coach.5 But that does not mean that the best athletes in a sport will necessarily be the best coaches.

Teaching and Learning Abilities Coaches who conduct training sessions that are most beneficial to athlete development

TABLE 2.1 Principles of Athlete Learning and Sample Coaching Strategies

Athlete Learning Principle

Sample Coaching Strategy

1. Prior knowledge can help or hinder athlete learning.

Have athletes explain or demonstrate a skill before attempting to teach it to gauge their readiness to learn the skill.

2. Athlete motivation directly influences the learning process.

Ask athletes for feedback on the difficulty of learning activities to help find the right challenge–skill balance.

3. Skill mastery requires athletes to learn component skills.

Try describing, and then walking through, the steps needed to perform a skill before teaching it to your athletes.

4. Combine deliberate practice with targeted specific feedback.

Identify in advance feedback cues and bandwidths to help athletes meet learning and performance standards.

Reprinted, by permission, from W. Gilbert, 2017, Coaching better every season: A year-round system for athlete development and program success (Champaign, IL: Human Kinetics), 127.

• Set, or insist that athletes set, challenging and specific practice goals • Keep athletes physically and mentally active throughout practice • Give athletes choices and seek their input on practice design • Conduct competitive and game-like practice activities.6 These features collectively constitute what is often referred to as deliberate practice.1 This type of practice is purposeful, intentional, and designed to help athletes improve their skills. The ability to design deliberate practice training sessions requires an awareness of four basic principles of athlete learning.

Teaching is the heart of coaching. Knowledge of these four basic athletes learning principles provides a solid foundation for becoming a better teacher. Quality coaches take great pride in learning how to teach effectively.

Aptitude for Competition Coaching Optimal athlete performance in competition requires careful guidance before, during and after competition.

Prior to competition, quality coaches strive to ensure their athletes are well rested and peaking at the right time. They also facilitate pre-competition routines that help athletes find their individual zones of peak psychological and emotional states. Immediately before the competition, they ensure their athletes are sufficiently fueled to meet the energy demands of their event.

During competition, quality coaches carefully monitor athlete performance and intervene when needed. The ability to directly coach athletes during competitions

varies widely depending on the rules and characteristics of each sport. However, as a general rule of thumb, quality coaches emphasize the three E’s of competition coaching to guide their athletes to optimal performance: examine, encourage, and educate.6 Competition coaching does not end with the athletes’ performance. The moments following a competition are prime opportunities to start preparing athletes for the next competition or training session. Quality coaches encourage athletes to use post-competition time to rest, recover, reflect on their performance, and process their emotions—whether the main emotion is joy from succeeding or frustration after falling short.

Interpersonal Knowledge Interpersonal knowledge is a coach’s ability to build positive and productive relationships with others. Whereas professional knowledge provides a foundation for knowing what to coach, interpersonal knowledge equips coaches with an awareness of how to coach each unique athlete and to work with others in the sport environment.

Two core competencies most associated with interpersonal knowledge in coaching are emotional intelligence and transformational leadership.7,8 Developing these core competencies leads to positive and appropriate coach–athlete relationships. Athletes, and parents of young athletes, trust coaches to create safe environments.

Quality coaches understand that abuse of that trust is never acceptable.9 Emotional Intelligence Quality coaching requires keen observation skills since coaches spend much of their time observing their athletes

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and thinking about how to create the right conditions for athlete development. In addition to observing an athlete’s skill development, the coach should also be monitoring the athlete’s feelings, emotions, and motivation. Unlike technical or tactical skill deficiencies, which often are relatively easy to spot, the affective state of an athlete can be extremely difficult to gauge. Coaches with strong emotional intelligence are especially effective in perceiving emotions (identifying their own feelings and the emotions of others), using emotions (generating emotions to improve attentional focus, decision making and problem solving), understanding emotions (recognizing the causes of emotions and how emotions influence the behaviors of others) and managing emotions (controlling their own emotions and teaching athletes how to identify and regulate their emotions) Transformational Leadership Leadership in sport is one of the most studied and complicated aspects of coaching. Athletes rely on coaches for leadership. However, quality coaches also teach their athletes how to become good leaders.

Current leadership models emphasize shared and transformational leadership. Coaches should therefore distribute leadership roles and responsibilities among their athletes and across their programs. When athletes and other members of the coaching environment are empowered to lead, it builds confidence and ownership in the sport experience. This leads to a greater sense of cohesion, sometimes referred to as collective efficacy.

Transformational coaches serve as positive role models, inspire others with a compelling vision, encourage and support athlete input and act in the best interest of their athletes. Transformational coaches serve athletes to help them achieve their goals. (This contrasts starkly with transactional leadership: Transactional coaches use athletes to meet their own needs.) Research shows that leadership that is shared and transformational enhances coach–athlete relationships and athlete enjoyment while con- tributing to improved performance.

Intrapersonal Knowledge The third type of knowledge that underpins quality coaching is intra- personal knowledge. Whereas professional and interpersonal knowledge concern what to coach and how to coach, intrapersonal knowledge is all about understanding oneself. This is essential for helping a coach identify his or her core values, improve coaching abilities and sustain a coaching career. The key competencies associated with intrapersonal knowledge are self-awareness, reflection, and continuous improvement.

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Self-Awareness Coaches coach for many reasons: to give back to sport, to help others grow and reach their goals, to earn a living and so on. But quality coaches don’t just have a rationale for coaching—they have a purpose. A strong sense of coaching purpose should act as both a pull and push for coaches. It should serve to inspire coaches (pull) toward their vision and goals. It should also motivate (push) coaches to hold themselves accountable to the same high standards they set for their athletes.

A coaching purpose might be considered a coach’s “why.” A coaching “why” may not be evident or well defined early in a coaching career, but for astute coaches it becomes increasingly obvious and easy to articulate through regular reflection.

Reflection Intrapersonal knowledge is improved when coaches engage in regular and systematic reflection, which is the process of thinking about coaching. Quality coaches use two types of reflection: reflective practice and critical reflection.10 Both types of reflection are stimulated by coaching dilemmas.

Coaches engage in reflective practice when they try to solve coaching problems. Problem solving is a regular part of coaching, and quality coaches seek out possible solutions from a wide range of sources. The best coaches often conduct experiments to test potential solutions. This might

"...periodically suspending the tendency to try to solve a problem quickly, and setting aside time for inquiry and reflection, is a valuable way for coaches to revisit and refine their coaching purpose while also identifying areas for continuous improvement."

involve asking another coach or an athlete for feedback on the strategy before implementing it.

But the best coaches don’t just aim to solve problems; they pause to analyze problems, referred to as critical reflection.

With critical reflection, coaches first ask themselves probing questions—such as why something is a problem—before they try to generate solutions.

Because coaches are often pressed to make quick decisions, reflective practice is much more common than critical reflection. However, periodically suspending the tendency to try to solve a problem quickly, and setting aside time for inquiry and reflection, is a valuable way for coaches to revisit and refine their coaching purpose while also identifying areas for continuous improvement.

Continuous Improvement Quality coaches are confident, yet humble enough to recognize that there is always more to learn. Legendary college basketball coach John Wooden said it best when he stated, 11 “It’s what you learn after you know it all that matters most.”

Coaches typically wait until the end of a season to reflect on things they need to improve. The best coaches, however, are constantly identifying aspects of their coaching that need improvement.

Although small learning gains may be possible during the season, the best opportunity to improve as a coach comes from self-guided study in the off-season. Learning efforts are most effective when coaches focus their studies on either a topic or a coach. High-impact topics can be identified by reflecting on athlete and coach performance from the past season. To select a coach to study, the coach could review popular coaching autobiographies or ask peers to identify their favorite coaches from among all sports.

The learning benefits that come from regular and rigorous self-guided study are magnified when connected to the learning networks of other coaches. Participating in social media networks frequented by other coaches and attending coaching clinics are valuable ways to build and

sustain a learning network. Building strong learning and support networks is critical, both for continuous improvement and for maintaining perspective as a coach.

CHAPTER 2 Takeaway To coach effectively, it is not enough to have played or watched the sport, or to have merely read about how to coach. Quality coaching requires essential professional, interpersonal, and intrapersonal knowledge used in coaching practice to meet the needs of athletes in that setting. Informed daily decisions and behaviors that serve the best interest of the athletes, the team and the program are the ultimate demonstration of quality coaching.

References Ericsson, A., & Pool, R. (2016). Peak: Secrets from the new science of expertise.

Boston, MA: Houghton Mifflin Harcourt.

National Association for Sport and Physical Activity. (2006). National standards for sport coaches: Quality coaches, quality sports (2nd ed.).

Reston, VA: Author.

International Council for Coaching Excellence, Association of Summer Olympic International Federations, & Leeds Metropolitan University. (2013).

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

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

Lorimer,R.,&Jowett,S.(2013).Empathicunderstandingandaccuracyinthe coach-ath- lete relationship. In P.Potrac, W. Gilbert, & J. Denison (Eds.), Routledge handbookof sports coaching (pp. 321-332). London, UK: Routledge.

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

Gilbert, W., & Côté, J. (2013). Defining coaching effectiveness: A focus on coaches’ knowledge. In P.Potrac, W. Gilbert, &J. Denison (Eds.), Routledge handbook of sports coaching (pp.147-159). London, UK: Routledge.

Beauchamp, M.R., & Eys, M.A. (2014). Group dynamics in exercise and sport psychol- ogy (2nd ed.). London, UK: Routledge.

United States Olympic Committee. (2017). SafeSport. Retrieved from https:// training. teamusa.org/store/details/1# Gilbert, W., & Trudel, P.(2013, Winter). The role of deliberate practice in becomingan expert coach: Part 2—Reflection. Olympic Coach Magazine, 24(1), 35-44.

Nater, S., & Gallimore, R. (2010). You haven’t taught until they have learned: John Wooden’s teaching principles and practices. Morgantown, WV: Fitness Information Technology.

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How Yoga Can Help Coaches During COVID

By Sarah Neal

I

came to yoga at one of the darkest chapters of my life. I had been in an emotionally abusive relationship on and off for over 15 years, and when I finally cut that tie for good, I met a great partner who was everything I wanted at the time—employed, kind, attentive, responsible, relatable, steady as a rock, and shared my love of cooking (he was a chef). Then, two years later, that relationship ended almost as abruptly as it began.

Around the same time, I experienced some very difficult situations in skating and was struggling to process them. I sought advice in both matters from the wrong people who only ended up making me feel worse about myself.

Years before, when I first moved home to Louisville after coaching in Arizona and Spain, I coached with a former childhood skating friend who practiced yoga at a local non-profit yoga school. I admired her grace and poise and was intrigued by her dedicated yoga practice. I had dabbled in yoga before with classes at the YMCA and on DVD’s, but had never found a teacher or community that kept me going back. When I was searching for activities to help me heal and rediscover myself, I remembered that friend and where she practiced, so I decided to try it. I immediately loved the feeling that yoga gave me. In fact, my body still remembers setting the same inten-

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tion of letting go at the start of every class for months, while I peeked out the studio window at the catering business across the breezeway. Little by little, I was distracted less by the caterers, less focused on my troubles, and more focused on the mat.

The year 2020, with all its chaos, calamity, and uncertainty, reminds me a lot of that period when I first began a regular yoga practice. In 2013 it was just my world, but in 2020 the entire world seems to have shattered. But no worries, right? Coaches are examples of perseverance and will get up again. Indeed, right after rinks closed, coaches across the country pivoted and started off-ice program and classes and apps to stay employed and keep serving their skaters. Then, after the novelty wore off, uncertainty became the new normal, our families needed us in new ways, and we grew weary. The world has forced us to take our resilience up 100 notches, and even though we are tired, our competitive instincts stress us out about this year’s “results”. In addition, our controlling, overachieving natures make us also stress over toilet paper, home projects, and virtual education on top of the pandemic and the state of the world. If you thought coaching was stressful before COVID, now there’s absolutely no doubt.

You may have read or heard about the term “surge capacity”. Surge capacity, as defined by Dr. Ann

Masten, is “a collection of mental and physical adaptive systems that humans tap into for short-term survival in acutely stressful situations, such as natural disasters.” 1 In early humans, the sympathetic (fight or flight) nervous system functioned to help us escape real, immediate dangers, such as predators. When we tap into these reactions for long periods of time, though, as we have done since March, the body and mind can suffer greatly. According to the National Institute of Mental Health, “those same lifesaving reactions in the body can disturb the immune, digestive, cardiovascular, sleep, and reproductive systems. Some people may experience mainly digestive symptoms, while others may have headaches, sleeplessness, sadness, anger, or irritability. Over time, continued strain on your body from stress may contribute to serious health problems, such as heart disease, high blood pressure, diabetes, and other illnesses, including mental disorders such as depression or anxiety.” 2

Tree pose

2020 so far has been difficult, to say the least, and we are most likely looking ahead at a very long stretch of challenging times. In fact, just this morning my doctor told me, “The second wave is here. We survived the first. We will see if we survive the second.” How’s that for adding stress to the day? In reality, skaters are used to handling stress—every competition and sometimes every practice is a stressful event. This stress is short term, though, usually peaking right before a test session, show, or compe-

tition, and always with a deadline.

But the COVID-19 kind of stress is long-term, damaging, and worldwide.

We are in the midst of a months-long performance with no audience, no breaks, and no end in sight. While facing economic uncertainty, medical insecurity, careers on pause, and caring for our families, coaches must also attempt to remain steady, calm, kind, and productive for our skaters.

We are trained to “fix” things, but we can’t fix a pandemic. Rather, we can only fix our response to it.

As we know, there are multiple ways to work on our reaction to stressful situations. Activities such as meditation, prayer, journaling, reading, baking, gardening, napping, and other hobbies can help us cope, but in my experience, nothing is as powerful a stress reliever as a regular yoga practice of postures, meditation, and breathwork. Many other forms of exercise also help lower anxiety by removing excess cortisol and adrenaline from the bloodstream, but as yoga teacher Eddie Stern explains in his book titled One Simple Thing,

of allowing us to access our nervous system…through our breathing and direct it toward perceiving balance, safety, and steadiness.” 4 Don’t just take our word for it—study after study has shown that yoga helps reduce anxiety and regulate stress. For a list of some of these studies compiled

by Denise Rankin-Box, Editor-inChief of Complementary Therapies in Clinical Practice, visit https://www. elsevier.com/connect/the-science-ofyoga-what-new-research-reveals. So, not only does yoga provide us an opportunity to relax, it literally has the power to alter the body’s stress response, which boosts immunity and improves health and overall well-being. Sounds like just what the doctor ordered for COVID times.

How does yoga do this? It’s very simple. Yoga begins by calming the breath, because it is much easier to calm the breath than the mind. Stern says, “If stress levels are high, yoga practice will down-regulate, particularly through breathing, the parts of the brain and endocrine system that are responsible for hormonal release

Easy pose Wide-legged forward fold

yoga is especially effective: “Yoga appears to modulate stress response systems. This, in turn, decreases physiological arousal — for example, reducing the heart rate, lowering blood pressure, and easing respiration. There is also evidence that yoga practices help increase heart rate variability, an indicator of the body’s ability to respond to stress more flexibly.” 3 Stern goes on to say this is because yoga “has the added benefit

of adrenaline and cortisol.... (Yoga) restores the functions that are out of alignment toward a state of balance.”5 In fact, the name Hatha yoga itself refers to the union of the sun and the moon, heating energy and cooling energy, or the sympathetic and parasympathetic nervous systems.

In fact, the two parts of a physical asana practice—activity and stillness—directly correspond to the two nervous systems.6 Because of its impact on the nervous system, yoga brings deep

mental and emotional benefits beyond stress relief. Articles and reports in recent years have revealed that many professional athletes have noticed the impact of yoga on their games. Professional teams such as the NFL’s Seattle Seahawks and NBA’s San Antonio Spurs, among others, have mandatory team yoga practice.

Lebron James, arguably one of the best basketball players of all times, has famously said, “Yoga isn’t just about the body, it’s also about the mind, and it’s a technique that has really helped me.” 7 If some of the best pros find it helpful mentally, skating coaches should take note. Some of yoga’s other positive mental effects that can be helpful to coaches include: • Presence of Mind—The first step for a dedicated practice of any activity is to arrive, clear the mind, and set a goal or a plan. The ritual of arriving to the mat, sitting in quiet, and just breathing is sacred in yoga. Learning this ritual can help us shut out the noise and stay focused on the task at hand when our world feels chaotic and we feel pulled in 1000 directions.

• Steadiness—By focusing on the breath through the asanas and trying to balance effort and relaxation, the yoga practitioner learns to stay calm and smile through the challenges. According to B.K.S. Iyengar’s translation and commentary of Patanjali’s Yoga Sutras, Sutra II.46 says “whatever asana is performed should be done with a feeling of firmness, steadiness and endurance in the body, goodwill in the intelligence of the head, and awareness and delight in the intelligence of the heart.”8 How does one accomplish this? By becoming grounded in the practice of the principles of yoga. Iyengar explains this in his commentary of Sutra 1.13 “Practice is the steadfast effort to still [the] fluctuations… in the consciousness and then to move towards silencing it: to attain a constant, steady, tranquil state of mind.” 9 Indeed, this would be of great benefit to all of us who are stressing out.

• Resilience—We have all heard the phrase “slow and steady wins

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

Officers, Board Members and Trustees PRESIDENT Patrick O'Neil VICE PRESIDENT Carol Murphy TREASURER Scott McCoy SECRETARY Gerry Lane BOARD MEMBER

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

Opportunities for Education

By Patrick O’Neil

All coach es are stron gly encourag ed to apply for these scholarsh ips.

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 deadline for all scholarships will be February 15, 2021.

TRUSTEE

THE DON LAWS APPRENTICE SCHOLARSHIP

Skaters' Fund – Donation Levels:

• 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

Richard Dwyer Robbie Kaine Wayne Seybold Moira North Curtis McGraw Webster

• Platinum • Diamond • Gold • Silver • Bronze

$10,000+ $5,000+ $1,000+ $500+ $100+

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

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 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: • Attendance at the PSA Awards Dinner • Participation in a “one-on-one” Q and A with Mr. Shulman or another past leader • Shadow a PSA leader • Receive travel to and from the summit and accommodation for up to three nights • Applicant requirements include: • Full member in good standing with the PSA • Hold a senior rating or higher in any discipline • 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: • Full member of the PSA for at least one year • Hold a registered rating or higher in any discipline • Proof of liability insurance • Completed their CER’s 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.

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JANUARY/ FEBRUARY 2021

Eagle pose

the race,” and in most cases, that is certainly true, even in skating, and especially now. In coaching, I focus on the long-term goals of lifelong enjoyment of sport and the individual paths of each skater. The number of challenges facing some of us right now is mind-boggling.

Yoga can help coaches weather the challenges of life towards the proverbial finish line. As Stern says, “The ability to stick with something that is difficult, and to do it with a calm mind, is one of the primary principles of yoga practice. Through gradual mastery we develop an ease of effort, and by keeping the mind focused in a relaxed way on the breath in difficult postures, we learn to bear difficulty…. (by practicing the postures), we will be able to withstand the ups and downs of life with a calm mind and fortitude.” 10 • Gratitude—If one of our goals in practicing yoga is to lower anxiety and boost our mood, then we must not forget the importance of incorporating gratitude into the yoga practice. Science overwhelmingly states that practicing gratitude can have numerous physical, psychological and social benefits.

In a white paper written for the John Templeton Foundation, Dr. Deborah Allen states that practicing gratitude can lead to better health, healthier habits, higher levels of satisfaction with personal, social, and school life among adolescents, less chance of burnout, better overall mood, and stronger relationships. For a more extensive look at the science reviewed by Dr. Allen, click here. Patanjali stresses grati-

tude as one of the foundations of yoga in sutra 2.42: “From contentment and benevolence of consciousness comes supreme happiness”. 11 Or, in layman’s terms, “happiness is not getting what you want, but wanting what you have.” Many yoga teachers end class with a saying or mantra that reminds students of the importance of looking inward and expressing gratitude for the practice, the teachers, and everything that allows us to practice.

Since yoga itself is rooted in gratitude, it stands to say that with an experienced and thoughtful teacher, practicing yoga can help skaters reap many of the benefits of gratitude studied by Dr. Allen.

While the traditional yoga of the past encouraged hours of daily practice, one does not need to practice and meditate for hours on end to reap the benefits of the yoga systems. In fact, most yoga teachers agree that it is better to practice for a shorter time every day than just one longer weekly session. As discussed here, there are countless physical and mental benefits for those who maintain even a short yoga practice grounded in postures, meditation, and the breath.

With the impact yoga has on the nervous system, practitioners can learn to self-regulate, leading to lower anxiety and overall better health. By forgetting the stress of COVID briefly and focusing on the yoga postures and the breath, we can work to breathe through the challenges.

I encourage every coach to do a bit of yoga every day. Even just five minutes of sitting with your breath (I like doing this with The Breathing App) is a perfect place to start. No flexibility, specific body type, or age is required. Yoga is absolutely for everyone, but coaches should be aware that not all yoga is created equal. Practices that focus more on extreme flexibility or pushing oneself to the limit are not the same as practices designed to focus on the breath and meet you where the body happens to be at that moment. Skaters and former skaters who struggle with eating disorders can be especially

Extended triangle pose

vulnerable when drawn to studios that talk about burning calories and detox or that emphasize a certain look in postures. For this reason, it is important to do a little research when choosing where to practice, and coaches may need to try a few teachers to see what clicks. Also, please be advised that while yoga has been shown to help with anxiety and depression, it is not a replacement for treatment from a medical or mental health professional. If you are experiencing severe depression or have any health concerns, please seek advice from a health care professional.

References

1. https://elemental.medium.com/your-surgecapacity-is-depleted-it-s-why-you-feel-awfulde285d542f4c 2. https://www.nimh.nih.gov/health/publications/stress/index.shtml 3. Stern, E. (2019). One simple thing: a new look at the science of yoga and how it can transform your life. New York: North Point Press, a division of Farrar, Strauss, and Giroux. p. 85.

4. Stern, p. 85.

5. Stern, p. 97.

6. Stern, p. 201.

7. Mahoney, Rob. (2014). LeBron James credits yoga class for helping alleviate cramping issues in Game 2. Retrieved from https://www. si.com/nba/point-forward/2014/06/09/lebronjames-yoga-class-cramping-heat-nba-finals 8. Iyengar, B.K.S. (2002). Light on the Yoga Sutras of Patanjali. London: Thorsons, an imprint of Harper Collins Publishers. P.157 9. Iyengar, p.63 10. Stern, p. 63.

11. Iyengar, p.155 Sarah Neal, M.A., MM, MG, CFS, CD, RYT-200, is a coach and Learn-to-Skate Director at Louisville Skating Academy in Louisville, KY. She enjoys sharing the benefits of yoga with skaters and fellow coaches of all levels through her online yoga platform called The Skating Yogi. To learn more, visit Sarah on IG @the_skating_yogi or e-mail sarah@theskatingyogi.com

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USOPC Presentation #2

9-14 Years Old

By Terri Milner Tarquini

D

eveloping an athlete that lives in the growth mindset zone is paramount to their future – and coaches can have a massive amount of influence on that.

At the 2019 PSA Conference in Palm Springs, coaches were presented with on-ice skating concepts, off-ice strength and conditioning, mental training and the success structure during what is considered the second stage of a skater’s time on the ice, titled “USOPC Presentation #2 – 9–14 years of age,” available now on PSA TV. “There are a bunch of different ways you can influence how your athletes are thinking,” said Nadine Dubina, USOPC Manager of Coach Development. “During this stage, getting them ready to go to the next level is really, really important.”

Dubina opened her portion of the presentation with an exercise for the coaches: Holding their breath as long as they could, while being timed.

Following exhale, she challenged coaches to do it again – but this time to hold their breath for a few seconds longer, asking the difference between what their brain told them the first time they held their breath versus the second go-around.

“The first time, you let out your breath when your body told you to breathe,” Dubina said. “The second time, you were able to change that dialogue by your brain shouting, ‘You can do it!’ Your brain told you that you could go longer.”

A simple exercise that can begin to nurture the growth of your skaters during this next stage of their learning.

“You can easily do this with your athletes and can then have conversations about how to change the dialogue (in their brain),” Dubina said. “Everyone has the power to tell their brain what to do. The brain talks all day, but it can be controlled.”

Imparting the idea of brain control needs to be an important part of a coach’s teaching structure.

“Kids are kids – and we’re here to teach them something, so if we’re not teaching them personal choice and personal responsibility for their actions, then we (are part of the problem),” Dubina said. “Helping them to realize they have the choice to change their inner dialogue has to be part of our job.”

Dubina believes the path to an athlete discovering their ability to control their brain lies in questions… But not just any questions.

“Our power of influence over our athletes lies in asking

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really good questions,” she said. “I believe it’s a skill. I believe it’s an art. I believe it needs to be practiced.”

For her second group exercise, Dubina challenged the coaches to NOT answer the following questions verbally or mentally: What color is the sky? What is the name of your best friend? What was the color of your first car? Where do you live? What did you have for breakfast?

“Could you not answer the questions? Or did your brain immediately find the answer?” she asked. “The way brains work is they are hardwired to answer questions, so the more questions you ask, the more you’re going to be engaging your athletes in trying to find solutions because they can’t help but try to find the answer.”

The best question-starters to illicit answers are: what, why and how?

“These make you want to explain further,” Dubina said.

The question-starters to avoid: is/are, do/did, would/will, could/can, who, when and where.

“These usually result in one-word answers, and the athletes don’t usually have to think very hard,” Dubina said.

Thoughtful answers won’t necessarily flow from the get-go, however.

“Do not get discouraged in the beginning,” Dubina said. “When athletes are not used to being asked questions, the response you’ll get is, ‘I don’t know.’ That is not an answer. You have to actually teach them how to answer and how to respond to you. That is part of the skater-coach trust-building.”

As with skating skills, where the building blocks of grassroots skating is key to a skater’s future, so, then, is expanding on the foundation of being in charge of one’s brain. When the athlete is in this second stage of their skating, they have the capacity to expand those mental skills.

“What does all of this lead into?” Dubina asked. “That what we say to ourselves has influence on our potential and our future. That’s what we’re trying to do – we’re trying to craft and build the potential of our athletes.”

Where does all this potential lie?

In the fixed versus growth mindset. In shorthand: Fixed = bad; Growth = good.

“The fixed mindset basically says that you believe that you’re born with certain skills and abilities,” Dubina said.

“You have things you’re good at and things you’re bad at and that’s that. You have no control over it. Athletes in a fixed mindset don’t like making mistakes because they

don’t look perfect and they get defensive when you give them feedback because they are not able to learn and grow.”

However, with work, coaches can guide their athletes to get into a growth mindset.

“In the growth mindset, you believe that your skills and abilities can be developed; it’s not just ‘born with this or not born with this or talented or not,’” Dubina said. “It’s about growing and developing and getting better. With the growth mindset, you work through challenges and show grit.”

Simply put, “We want the athletes that are going to persevere and push through,” she said.

This is where the building blocks of asking better questions really ramps up.

For example: What did you learn from today’s practice?

How did you keep going when things get tough today?

“The way you are able to find out if your athlete is in a growth or fixed mindset is by listening to the words they are saying so that you can influence them in another way if necessary,” Dubina said.

Dubina put forth a scenario that every coach has been in: when your athlete says, “This was a horrible practice. I can’t do anything right.”

“If you respond with, ‘It’s ok, you’ll do better tomorrow,’ what are you reinforcing?” she asked. “That they did bad.”

This is where the practice on the coach’s part comes in so they are conditioned to say the better response to get the result that will be more beneficial to the athlete.

“The way you could respond is by saying, ‘Yeah, this was a tough practice, but you kept going when things got tough and I really appreciate your effort today,’” Dubina said. “If you emphasize effort instead of outcome, that will help them see that it’s ok that they’re not perfect.”

An alternate approach might be to ask even more questions.

“How did you prepare? Did you prepare properly? Did you give your all out there? If so, this is a win,” Dubina said. “If not, let’s come up with a plan so you can continue to get better and this doesn’t happen again.”

This 9-14 age group is at a crucial timeframe in their skating – they are progressing into higher ranks with more demands, when getting a real grasp on controlling their brains is crucial for their future.

“When you have big fish in little ponds, it doesn’t seem like that big of a deal, but, when you get to the next level and everyone physically and talent-wise is on more of a level playing field, that’s when you have to have the athletes who are willing to work through challenges,” Dubina said. “This is when you need a growth mindset because those are the athletes who are going to reach their potential and not give up when it gets hard.”

The rest of presentation #2, focusing on the second stage of a skater’s development, included Audrey Weisiger, two-time Olympic coach, discussing the on-ice skills at this point in the athlete’s career for skaters and parents; Brandon Siakel, USOPC Strength and Conditioning, presenting next-level off-ice training; and Scott Riewald, USOPC Senior Director of High Performance Projects, outlining what the progression of success looks like at this stage and ideas for how to communicate effectively with the skater and the parent.

To learn more about the concepts of on-ice and off-ice skating, the body, the mind and successful progression during the time when a skater is now in the second age-group of their time as a skater, go to the PSA TV tab at www.skatepsa.com and watch the event in its entirety.

Continued on page 35

PS MAGAZINE

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BEST BUSINESS PRACTICES

The Balancing Act T

he alarm clock goes off, you dress in your warmest teaching garments, you grab your work clothes, and head to the rink to teach. After you teach, you head to the locker room and change out of your teaching clothes and into your work clothes and head to work. You work a full day at your full-time job and then head home to answer e-mails from parents, cut music, do your billing, or maybe scheme costume and dress designs. You might eat dinner, handle your other life and family obligations, and then head to bed to repeat it all again tomorrow. Sound familiar?

Many of us, even before the pandemic, did and do more than just teach figure skating. Maybe your teaching income supplements your regular full-time job income, or maybe a second job supplements your teaching income.

Or maybe you just love to teach skating so much that you make time for all of it. No matter the reason you juggle teaching skating with other job commitments, having multiple jobs/commitments is difficult to manage. So how do you balance?

The first and most crucial step in balancing (and balancing it well) is to identify why you teach skating and setting expectations (and sticking to them) accordingly.

Is skating your main priority and/or full-time job? Great!

Then that means you may be able to take on the full range of responsibilities for your skaters. But if teaching skating is your secondary, part-time, or an intermittent job for you, then you need to take stock of what you can handle and handle well. For example, maybe your teaching schedule doesn’t allow you to take on skaters as their primary coach.

Maybe your part-time position doesn’t allow you the opportunity to travel with your skaters to competitions or test sessions. Or maybe it does but only in certain situations.

This may mean you switch your focus to working with younger skaters on developmental skills, or choreographing for more advanced skaters, or perhaps you focus solely on one aspect of a skater’s development, for example, “So be sure when moves-in-the-field. Whatever your you step, step with time commitment and whatever your strengths, make sure you are care and great tact. using those to aid your skater’s And remember development.

The expectations you set for that life's a great yourself as to what you are able to balancing act!” do for your skaters will also require you to communicate those expecta~ Dr. Seuss

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tions to your skaters, your skaters’ parents, and the other coaches in your team. It is imperative that you clearly communicate to your team how much time you are able to dedicate to teaching, the aspects of your skater’s development for which you take responsibility, and if and when there are changes to those expectations that those are communicated as well. An open line of communication is key for there to be success among your team.

It is important to remember that just because you may have chosen to teach part-time, that it does not mean that you are only responsible for attending to part of your coaching obligations. Whether you teach one hour a week or 40+, your education, ethical, and professional requirements and obligations must still be met. Even as a parttime coach, your lessons deserve full-time attention and preparation. As a part-time coach some rinks still require you to have a current PSA membership, carry liability insurance, U.S. Figure Skating membership, CER’s, ratings, etc. Given these potential obligations, it’s important that you evaluate what you are able to do and make sure that your coaching choices make sense for you, your skaters, and your lifestyle. Misrepresenting how much you may be able to handle will create a level of conflict and frustration down the road with the skater, their parents and yourself.

In the end it is not always how much time you teach but how you teach during the time at the rink. Even your part-time professional principles should be quality over quantity! Similar to IJS, you shouldn’t try a level 4 spin if you don’t have a level 4 spin. If you don’t have the time to juggle all the obligations asked of you, don’t agree to it.

This will result in negative GOE’s with weaker components scores and you, as a professional, will appear as a weaker coach. Do what you can do and do it well! Your clientele will appreciate the honesty and authenticity of what you bring to each lesson. You will demonstrate a set of values centered on the importance of the work you can do. You will create boundaries that are healthy and professional.

Lastly, as coaches, we are good at serving and taking care of others. Don’t forget in a world where your teaching is just one piece of a multitude of other obligations and responsibilities you may juggle, it is important to take time for you. We can only be our best for others if we take the best care of ourselves.

Submitted by Abigail Wallace, Vice Chair of the Committee on Professional Standards and Kelley Morris-Adair, Chair of the Committee on Professional Standards.

Continued from page 33

SHOOT ME

STRAIGHT

05

Q UA L I T Y C OAC H I N G P R AC T I C E TA R G E T S

POWER OF MINDSET S A Y T H I S , N O T T H AT !

Language is an incredibly powerful tool for coaches.

What we say to an athlete matters. There are two mindsets that we as coaches can influence by the way we provide positive and corrective feedback.

Growth Mindset

Individuals who believe their talents and abilities can be developed through effort, practice and instruction. This leads to a desire to learn by: • • • • •

Embracing challenges Persisting in the face of setback Seeing effort as path to mastery Learning from correction Finding lessons and inspiration in the success of others

Athlete: This is too hard. Ill never be able to shoot a perfect race.

This is a challenging goal you have, but I believe you can achieve it with time and effort.

This goal is unrealistic and I don’t think you are good enough yet. Let’s set another goal.

Athlete: This was a horrible practice. I couldn’t do anything right.

You kept going when things were tough and I really appreciate your effort.

It’s OK. This isn’t one of your strengths. You will do better tomorrow.

Fixed Mindset

Athlete: I’m awesome at this. It’s so easy! Can we do this every practice?

Your timing was spot on. It looks like you are having fun while focusing on details.

You’re so talented! I can’t believe how natural it looks. Keep it up!

Avoiding challenges Getting defensive/giving up easily Seeing effort as fruitless or worse Ignoring useful corrective feedback Feeling threatened by the success of others

Athlete: I’m never trying that again. It made me lose the race.

It’s OK to take risks. We can learn this and work on corrections or a new strategy.

You didn’t try hard enough. Let’s just go back to what you’ve always done.

Athletes who believe their talents and abilities are innate and static; they either have it or they don’t. This leads to a desire to look talented by: • • • • •

SAY THIS, NOT THAT!

You can hear the mindsets of your athletes. Listen for them and guide them to a growth mindset belief.

Adapted from Dweck, C. (2016) Mindset: The New Psychology of Success.

New York: Ballantine Books.

Athlete: {Mad, sad, happy, etc. attitude after finding out results} Did you prepare the best you could? Did you put forth your best effort? If so, that’s a win.

If you listened to me more in practice and actually made changes, you might see more results.

For more free coaching resources:

USACOACHING.ORG

PSA TV is an on-demand video library of educational content that includes tips from master rated coaches, webinars, and podcasts. We proudly offer a selection of free content, videos for purchase, or subscribe for only $4.99/month for access to the full catalog.

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JANUARY/ FEBRUARY 2021

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! For an up-to-date listing of banned and suspended persons, see skatepsa.com

CALENDAR of E V E N T S

JANUARY FU

FU

L L Dates:

LL

Event:

Credits:

January 17, 2021 PSA Virtual RatingsGroup, Program Director & Choreography Disciplines 1 PSA credit per exam taken

Dates: Event:

Credits:

January 27, 2021 PSA Virtual RatingsFree Skate, Moves in the Field & Group Disciplines 1 PSA credit per exam taken

FEBRUARY FU

L L Dates:

Event:

Credits:

February 21, 2021 PSA Virtual Ratings Free Skating, Moves in the Field & Figures Disciplines 1 PSA credit per exam taken

MARCH Dates: Event:

Credits:

March 12-14, 2021 PSA Virtual Ratings Prep — Free Skating, Moves in the Field & Group Disciplines 24 PSA credits

APRIL FU

L L Dates:

Event:

Credits:

April 18, 2021 PSA Virtual Ratings — Group, Program Director & Choreography Disciplines 1 PSA credit per exam taken

MAY Dates: Event: Credits:

May 2, 2021 PSA Virtual Ratings — Master Exams Only, All Disciplines 1 PSA credit per exam taken

Dates: Event: Credits:

May 24-28, 2021 PSA Virtual Summit PSA credits TBD - Minimum 28

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

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Trade your boots for slippers.

Watch and learn at your own convenience!

PSA TV is an on-demand video library of past conferences/Summits and seminars presented by the Professional Skaters Association as well as tips from master rated coaches, webinars, and podcasts. www.skatepsa.com

2020 Photo of the Year Finalist: Deborah Hickey