NCCP Primary STARSkate Coach

Home Study Guide

Item # 10 490 0113E

TABLE OF CONTENTS
SUBMISSION CHECKLIST

SECTION 1 - RESEARCH ASSIGNMENTS

Introduction
Cost Factors
Skate Canada Rules
Equipment
Coaching Contacts
Coaching Business
Presentation and Style
Communication Skills

2
2
4
5
6
9
10
13

SECTION 2 - INTRODUCTION TO STARSkate

Introduction
The STARSkate program in your club
Free Skate
Dance
Skating Skills
Interpretive Skating
Lesson Planning

18
18
20
21
22
23
25

SECTION 3 - ETHICAL COACHING

Introduction
Definition
Ethical Conduct Scenarios
To your Skaters and Parents
To the Sport
To your Clubs / Skating Schools
To your Professional Colleagues

31
31
31
31
31
32
33

SECTION 4 MENTOR COACH PRACTICAL OBERSERVATION

Introduction
Mentorship Outline
Mentor Coach Instructions
Verification of Mentor Coach Payment
General Words of Wisdom
Cue Words

34
34
35
36
36
36

 Teaching Aids and Hands On Techniques

Apprenticeship Diary

38
38

SECTION 5 EVALUATOR/JUDGE PRACTICAL OBSERVATION

Introduction: Practical Observation and Application
Option #1
Option #2
Option #3

46
46
49
52

SECTION 6 EMERGENCY ACTION PLAN (EAP)

55

SUBMISSION CHECKLIST

When submitting your application to attend the Primary STARSkate Coach (PSC)
course at the you will need to include the following:
NCCP PRIMARY STARSKATE COACH - HOME STUDY GUIDE
This Home Study guide must be completed in FULL. If any section is incomplete the
application and guide will be returned to you unprocessed.

YOUR RESUM AND COVER LETTER

SAMPLE COACHING INVOICE

PARENT INFORMATION LETTER WITH FEE SCHEDULE

JUNIOR BRONZE PROGRAM AUDIO CD

Bring the following with you to the PSC Course:
YOUR RECORD KEEPING CALENDAR OR BOOK FOR LESSONS

NCCP PRIMARY STARSKATE COACH - TECHNICAL MANUAL

SKATING SKILLS DIAGRAMS OR MANUAL

STARSKATE TEST STANDARDS

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Primary STARSkate Home Study Guide Oct 2013

NCCP PRIMARY STARSKATE COACH (PSC)

INTRODUCTION TO FIGURE SKATING
HOME STUDY GUIDE
This is a research assignment. To complete the requirements, you will need to do some
investigative work such as talking to coaches and skaters in your club, to equipment
suppliers, your Section, visiting Skate Canada's web site at www.skatecanada.ca looking
in your PSC Technical manual, etc. These are the type of skills that coaches need and the
type of questions coaches deal with on a regular basis. As a future Skate Canada
Professional Coach, this home study will help prepare you to handle your responsibilities
as a Professional Coach and to answer common questions.
Please note This assignment must be returned with your application to the NCCP PSC
Figure Skating course

1. Outline the average cost for a primary STARSkate skater at the Junior Bronze level.
Per Week

Per Season

Registration (fall school)

Registration (winter school)
Registration (spring school)
Registration (summer school)
Skate Canada Membership
Lessons (average # per week x amount)
- please indicate if this varies by season
Seminars
STARSkate Test fees
Skates _________
Other Equipment
Sharpening
Clothing
Competition fees
Travel
Other expenses _______________________
Other expenses _______________________

_________
_________
_________
_________
_________
_________

_________
_________
_________
_________
_________
_________

_________
_________
_________
_________
_________
_________
_________
_________
_________
_________

_________
_________

TOTAL: _________

_________

_________
_________
_________
_________
_________
_________
_________

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2. Provide a profile of the average skater used for your cost analysis in question 1.
How old is the skater?
__________________________________________________________
How long have they been
skating?___________________________________________________
How often do they skate per week?
__________________________________________________________
What is the club like (large, small, levels of skaters, number of skaters)?

3. What can be done to make skating more affordable for someone who has a tight
budget? List at least five ideas - be creative!

4. If your Junior Bronze level skater wanted to skate in a spring school

Where would you send
them?________________________________________________
How far is it from your club?
_____________________________________________________
What does the registration cost?
_____________________________________________________
Who do they contact for a registration form?
_____________________________________________________
What is the telephone number?
_____________________________________________________
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5. If your Junior Bronze level skater wanted to skate in a summer school

Where would you send
them?________________________________________________
How far is it from your club?
_____________________________________________________
What does the registration cost?
_____________________________________________________
Who do they contact for a registration form?
_____________________________________________________
What is the telephone number?
_____________________________________________________

SKATE CANADA RULES ON WWW.SKATECANADA.CA

1. What requirements must you fulfill in order to be able to teach the STARSkate
program in a Skate Canada Club?

2. What coaching certification requirements must you fulfill in order to be accredited to

coach at Canadians?

3. True or False - Can a Skate Canada Professional Coach serve a volunteer position on a
Club Board of Directors? _____________________
4. How much money can a skater receive for partnering including practicing a swing
dance test?
________________________________________________________________

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EQUIPMENT
1. Describe your location:
Where do you live?
__________________________________________________________
What is the population of your town/city?
__________________________________________________________
How many places are there to buy skates within an hour drive?
__________________________________________________________
Where is the closest place to buy skates?
__________________________________________________________
What kinds of skate do they stock? List them by brand name.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
What kinds of blades do they stock? List them by brand name.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Where would you recommend that the parents of a Preliminary level skater go
to find skates? Name the equipment source and contact information (address
and telephone number):
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

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3. For Preliminary and Junior Bronze test skaters, what characteristics do you look
for in:
A skate: ___________________________________________________
__________________________________________________________
A "good fit" of a boot: _______________________________________
__________________________________________________________
4. If a Junior Bronze level skater was to buy their boot and blade separately
a) What types of blades would you recommend?
b) How much do they cost? List three.
c) How long should the blade be?

COACHING CONTACTS
Complete the following list of coaching contacts: You may also contact experts from other
Sections:
SECTION CONTACTS

Coaching Rep.
____________________
Address:
____________________
____________________

Course Administrator
____________________
Address:
____________________
____________________

Evaluator/Judge Chair
____________________
Address:
____________________
____________________

Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

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COACHING SPECIALISTS
Free Skating
____________________
Address:
____________________

Ice Dancing
____________________
Address:
____________________

Pair Skating
____________________
Address:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

____________________
Tel #
____________________
Fax: #:
____________________
E-mail:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

Synchronized Skating
____________________

Skating Skills
____________________

Interpretive Skating
____________________

Address:
____________________

Address:
____________________

Address:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

Dance Partner
____________________

Skater Development
____________________

Choreographer
____________________

Address:
____________________

Address:
____________________

Address:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
___________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________
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Music Editing
____________________

Costume Designer
____________________

Off-Ice Trainer
____________________

Address:
____________________

Address:
____________________

Address:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

Special Olympics
____________________

Equipment Source
____________________

Skate Sharpener
____________________

Address:
____________________

Address:
____________________

Address:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
____________________

BUSINESS CONTACTS
Accountant
____________________

Lawyer
____________________

Local Club
____________________

Address:
____________________

Address:
____________________

Address:
____________________

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:

____________________
Tel #:
____________________
Fax: #:
____________________
E-mail:
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COACHING BUSINESS

1. a) Outline the services provided by the accountant(s) and the corresponding fees for
these services. How did you locate this accountant - phone book, reference?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
b) Hold an initial consultation with one of the accountants. List three
recommendations they had for setting up your business?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Prepare a professional looking rsum and cover letter aimed at acquiring a
coaching position at a Skate Canada club. The format you use is your choice. The
finished product must be typed - hand written versions will not be accepted. You
can use reference guidelines you may have received in school, in books such as What
Colour is Your Parachute, or in current samples you have received from others.
Be sure the end product is specific to the position for which to be hired. In this case
the focus needs to be on your figure skating background. You may wish to consider
including content, specific to figure skating, on the following: Skate Canada tests
completed, competitive history, NCCP certification, special seminars attended, the
name of your coach(es), other relevant sport or dance experiences.
Attach your rsum and cover letter to this package.

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3. Prepare a binder, notebook or calendar to record your private lessons. Be sure to

include all of the necessary information for billing purposes. Consider whether you
wish to have the skater initial their lesson. What other kinds of information would
you keep in this book for reference on the ice.
Bring this with you to the PSC Figure Skating course.
4. Prepare a sample bill/invoice that you would provide your skater - Skater A had
eight lessons in a two-week period (you can decide the type). Show how you have
recorded this in your binder, how you detail this on your bill and how you will keep
track of receiving payment from the parent/guardian at the rink. (Remember, if you
have many private students you will be receiving cash or cheques at the rink all the
time, in many cases when you are busy doing something else.)
Attach your sample bill/invoice to this package.
5. Prepare a parent information letter outlining all of your coaching fees - music
selection and editing, choreography, partnering, test coaching, competition coaching
and off-ice training. Include your expectations regarding missed lessons and any
charges that will be levied. Explain how expenses will be handled for competitions.
You should also give the parents an idea of your general mode of operation - how
lesson scheduling works, where and when you will be available for discussions, and
contact information. It should be typed and presented in a professional, businesslike manner.
Attach the information letter/fee schedule to this package.

PRESENTATION AND STYLE

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1. Prepare a Junior Bronze program CD: Be sure to meet the current rule requirements
for the music. Describe the skater who would be best suit for this music.
SELECTION #

NAME OF SELECTION

COMPOSER

TIME

1.

2.

3.

4.
TOTAL MUSIC TIME:
Gender: ________________________

Age:__________________

Physical Characteristics: __________________________________________

Skating Style: ____________________________________________________

COMMUNICATION SKILL - DEVELOPMENT EXERCISES

Work at these exercises to help improve your awareness of communication - for yourself
and for those around you. These exercises are for personal development. The more you
practice them, the more you will improve your own ability to communicate.

AWARENESS
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Recognizing the responses of others (both verbal and non-verbal) requires your senses to
be open to the information you have clean and open channels. Every time you speak to
someone, they provide you with a response it may not be verbal , it may be non-verbal,
but it is there. Learn to recognize the difference between your own states of uptime
being focused externally and downtime being focused internally. In order to have clean
and open sensory channels you need to stay in uptime - all senses need to be externally
focused.
EXERCISE # 1
Describe a one-on-one interaction you have experienced - who was it with and
what was the discussion topic?

Now answer the following questions...

Were you externally focused on the other person and their communication signals?
Yes

No

Part of the time

Inside, were you

preparing yourself for what you were going to say
talking to yourself
paying attention to your own body
motivating yourself
making pictures
day dreaming
other: ___________________________________________________
Besides what was said (verbal cues) what other types of signals did you get from the
other person:
tone of voice
speed of talking (tempo)
posture
gestures
facial expression
other: __________________________________________________

Explain one thing you learned about the other person during this conversation:
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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
If you were to have this conversation again, what would you do the same?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
If you were to have this conversation again, what would you change?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Repeat this exercise four times recording your answers on paper.
Once you have completed the fifth analysis, indicate what you learned about
yourself and your awareness of others:
______________________________________________________________
______________________________________________________________
______________________________________________________________
CLARIFYING INFORMATION
Remember that everyone sees the world differently! As a result, we should not
assume we know the reasons why someone thinks, speaks or acts the way they do.
EXERCISE #2
Date: __________________
Think about one particular conversation you had at the arena today. Did you
jump to conclusions about what you heard and interpreted?
Yes

No

If you made conclusions, what were they?

______________________________________________________________
______________________________________________________________
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 If you asked for clarification, what questions did you ask?

______________________________________________________________
______________________________________________________________
______________________________________________________________
Continue to practice this on a daily basis. Try to reduce the number of assumptions you
make and increase the number of clarifying questions you ask over the course of the
week.
PHRASING
Everyone has his or her own speaking patterns. What are yours?
EXERCISE #3
Begin to listen to the phrases that you hear yourself use commonly. Write them
down:
______________________________________________________________
______________________________________________________________
______________________________________________________________
Begin to jot down the phrases that you hear your peers, parents and club officials
using:

PEERS

SKATERS

PARENTS

OFFICIALS

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CREATING POSITIVE STATEMENTS

EXERCISE #4
Rewrite each sentence so that it is stated in the positive.
I dont remember names well.

My club doesnt give me credit for the programs I design.

I adore coaching but I cant stand the club officials.

You are not the skater I knew.

I want to stop arguing with my skater's parents.

I dont want any more stress.

Dont tell me what to do.

I want to stop procrastinating.

I cant tolerate her language.

I cant stand it any more.

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Skills, Tests, Achievement, Recognition is what the STARSkate program stands for. The
Skate Canada STARSkate program offers opportunities for skaters to develop basic figure
skating skills in four different areas with the option of taking Skate Canada tests while
earning awards and incentives designed for this group of skaters. Figure skating skills are
taught in group and/or private lesson format in the following areas: Interpretive Skating,
Dance, Free Skating, and Skating Skills which are grouped into three levels: Primary,
Intermediate and Senior.
Tell us about your STARSkate program in your club!
How many STARSkate skaters are in your club? ___________________
What type of on-ice schedule does your club have for STARSkate?
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________
Skating Levels:

Primary

Intermediate

Senior

Combination of:
____________________________ and ________________________________
What type of skating lesson/session does your club offer?
Free Skate

Dance

Skating Skills

Interpretive Skating
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If applicable in your club, describe the following STARSkate program

areas:
Free Skate:

_____________________________________________________________________
Skating Skills:

_____________________________________________________________________
Dance:

_____________________________________________________________________
Interpretive Skating:

_____________________________________________________________________
To ease CanSkate graduates into the STARSkate program, what teaching format
should a Skate Canada Professional Coach offer to primary STARSkate level skaters?
Why is this format also valuable to the skater's parents?

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FREE SKATE

What is the minimum and maximum length of a Preliminary free skate

program?

Name and describe the two parts of a free skating test.

1)

2)

List all elements in isolation in the Junior Bronze free skate test and outline how
many satisfactory or better elements does a skater need in order to pass this portion
of the test?

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DANCE

Describe the dance rhythm and execution evaluation criteria of a nice baby blues.
Dance rhythm:

Execution:

Name and describe the position of the partner for a Canasta Tango dance?

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Explain the difference between anopen and a closed mohawk turn.

SKATING SKILLS

What is a skating skills exercise? Please describe.

How many re-skates can a skater receive when trying their Jr. Bronze skating skills
test?
________________________________________________________________
What are the evaluation criteria on which skaters will be assessed when trying
skating skills tests?
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INTERPRETIVE SKATING

What is the role of a Professional Coach during an Interpretive Skating lesson?

Please describe in detail why a coach should have a different approach when teaching
Interpretive Skating lessons.

List and describe the four basic elements of movement permitted in Interpretive
Skating.

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1)

2)

3)

4)

List and describe each evaluation criteria for an Interpretive Skating test

LESSON PLANNING
Prepare six group lesson plans: Provide one group lesson plan at the primary STARSkate
level for each of the following: You may substitute one of the following lessons with one
Synchronized Skating or one Pair Skating lesson.
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Jump

Spin

Skating Skills

Dance

Stroking

Interpretive Skating

LESSON PLAN #1
Skater(s):
Coach: _________________________
Lesson type & format: _________________ Learning phase: _____________
LESSON TOPIC: (Skills to be covered)

TEACHING POINT #1: __________________________________________________

Progressions:
Instructions:

TEACHING POINT #2: __________________________________________________

Progressions:
Instructions:

TEACHING POINT #3: __________________________________________________

Progressions:

Instructions:

LESSON SUMMARY:

SELF-EVALUATION:
LESSON PLAN #2
Skater(s):
Coach: ___________________________
Lesson type & format: _________________ Learning phase: _____________
LESSON TOPIC: (Skills to be covered)
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TEACHING POINT #1: __________________________________________________

Progressions:
Instructions:

TEACHING POINT #2: __________________________________________________

Progressions:
Instructions:

TEACHING POINT #3: __________________________________________________

Progressions:

Instructions:

LESSON SUMMARY:

SELF-EVALUATION:

LESSON PLAN #3
Skater(s):
Coach: ___________________________
Lesson type & format: _________________ Learning phase: _____________
LESSON TOPIC: (Skills to be covered)
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TEACHING POINT #1: __________________________________________________

Progressions:
Instructions:

TEACHING POINT #2: __________________________________________________

Progressions:
Instructions:

TEACHING POINT #3: __________________________________________________

Progressions:

Instructions:

LESSON SUMMARY:

SELF-EVALUATION:

LESSON PLAN #4
Skater(s):
Coach: ________________________
Lesson type & format: __________________ Learning phase: ____________
LESSON TOPIC: (Skills to be covered)
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TEACHING POINT #1: __________________________________________________

Progressions:
Instructions:

TEACHING POINT #2: __________________________________________________

Progressions:
Instructions:

TEACHING POINT #3: __________________________________________________

Progressions:

Instructions:

LESSON SUMMARY:

SELF-EVALUATION:

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LESSON PLAN #5
Skater(s):
Coach: ___________________________
Lesson type & format: _________________ Learning phase: _____________
LESSON TOPIC: (Skills to be covered)

TEACHING POINT #1: __________________________________________________

Progressions:
Instructions:

TEACHING POINT #2: __________________________________________________

Progressions:
Instructions:

TEACHING POINT #3: __________________________________________________

Progressions:

Instructions:

LESSON SUMMARY:

SELF-EVALUATION:

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LESSON PLAN #6
Skater(s):
Coach: ___________________________
Lesson type & format: __________________Learning phase: _____________
LESSON TOPIC: (Skills to be covered)

TEACHING POINT #1: __________________________________________________

Progressions:
Instructions:

TEACHING POINT #2: __________________________________________________

Progressions:
Instructions:

TEACHING POINT #3: __________________________________________________

Progressions:

Instructions:

LESSON SUMMARY:

SELF-EVALUATION:

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ETHICAL COACHING
Skate Canada Professional Coaches have the fundamental responsibility to promote figure
skating and to coach to the best of their abilities. As a coach, it is important to have
respect for all people regardless of their nationality, race, creed, age, gender, politics,
social status and physical ability.
DEFINITION - ETHIC, ETHICAL: relating to morals or moral principles; philosophy which
treats human character and conducts, of distinction between right and wrong, and moral
duty and obligations to the community; from the Greek word theos - meaning character.
CASE SCENARIOS - Read the following unethical coaching scenarios and think about how
you would approach these unprofessional situations.
Skaters & Parents: You have been approached by a new skater/parent to teach private
lessons to their 7-year-old daughter who is working on her preliminary dances, skating skills,
and Jr. Bronze free skate. They insist that you teach their daughter a total of 8 x 15-minute
lessons per week (2 hours/week) because she has been identified as a naturally talented
skater who can potentially make it to the Olympics one day, by her former coach. You realize
that money is not a problem and that teaching their daughter 2 hours a week is very
affordable for them and also good revenue for you. Following your first week of lessons, you
realized that this skater does not appear to be as talented and naturally gifted and realize
that these parents have been fooled and most likely misled by the former coach. However,
this could be a great opportunity for you!
How would you approach and solve this situation?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Our Sport: During a session, you notice the head coach talk harshly to skaters, so much
that some of them have their heads down, have pulled back from the group and look
upset. You hear statements such as: "You don't deserve my time" "You have no desire

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nor potential to do well" - "You are just a stupid kid with no skills at all - you should
consider another sport"
What would be your immediate response to this situation? Be specific.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Clubs & Skating Schools: The Club Executive prepared your contract outlining all the
responsibilities that they expect you to fulfill during the season. One of the expectations
listed in your contract relates to volunteering some of your time at a few scheduled
events: Interclub competition, your club ice show, and two parent information sessions.
Throughout the season, you noticed that one coach in particular does not volunteer any of
her time at all and you decide to ask her if she is planning to attend next week's parent
information session. The coach replies as follows: "I will not devote my time to this
meeting because I'm a paid Professional and every year the Club Executive includes a
clause in my contract that relates to volunteering some of my time during the season and I
never do and they always renew my contract every year because I know how to run my
coaching business".
Knowing that this coach has been breaching her contract year after year and the club
executive members are not acting upon her breach of contract, what can you do to rectify
this on-going breach of contract? Keep in mind that because you are volunteering your
time, club executive members seem to be asking you to attend and participate in other
activities voluntarily that is taking away a lot of your personal time at home from your
family.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Professional Colleagues: There is a freelance coach in your club that comes in to teach
two skaters (brother/sister) twice a week for 1 hour total. Following a practice session, a
parent approaches you to ask you if you would like to team teach with the freelance
coach. The parent tells you that the freelance coach said his daughter had great potential
and had offered his services to teach her in the future.
How would you approach this situation with the parent, freelance coach, and club
executive members?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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MENTOR COACH - PRACTICAL OBSERVATION

Complete the following two parts of the practical observation with a Mentor coach at
the primary STARSkate level. All coaches who are NCCP Primary STARSkate Coach
(PSC) certified (formerly known as level 1) or higher with at least five years of
coaching experience are automatically approved as mentor coaches for this
component. The diary pages must be completed in full during your mentorship.
The layout of activities for this observation is recommended as follows:
Step 1: Observe 15 lessons with your Mentor Coach (Part A)
Step 2: Teach one primary STARSkate group lesson (Part B)
Step 3: Observe the remainder 15 lessons with your Mentor Coach (Part A)
Part A: Observe 30 Lessons
The following recommended lesson outline is to provide you with an overview of the
different lesson types you should be observing:
LESSON TYPE

1. FREE SKATING

10

LESSON TYPE

2. SKATING SKILLS

LESSON TYPE
3. DANCE

10

#
10

LESSON FOCUS

Four Jumping lessons

Four Spinning lessons
One Stroking lesson
One Skating Program
(choreography) lesson
LESSON FOCUS

LESSON FORMAT
Group and/or
private lessons

LESSON FORMAT

Five Preliminary skills

lessons
Five Jr. Bronze skills
lessons
LESSON FOCUS

Group and/or
private lessons

Five Preliminary dance

lessons
Five Jr. Bronze dance
lessons

Group and/or
private lessons

LESSON FORMAT

You may substitute a total of five lessons as per the above outline with five
interpretive skating lessons OR five synchronized skating lessons OR
five pair skating lessons.
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Part B: Practice Teaching STARSkate Group Lesson

After observing 15 lessons you must teach one primary STARSkate group lesson (15-20
min max) of your choice in front of your Mentor Coach. This lesson must be evaluated and
recorded by the Mentor Coach on the Performance Evaluation Form (Appendix A).
During this apprenticeship your job is to adopt a coaching mentality. Through careful
observation and some discussion you will be able to discover some of the tricks of the
trade that your mentor coach has learned through years of experience. As with most
learning experiences you get out of it only what you put in.
Prior to beginning the Practical Observation sessions, discuss with your mentor coach
his/her expectations.

When are you expected to arrive?

Will you be moving around the ice with the mentor?
Are there certain skaters or lessons that you are not permitted to listen in on?
Will you have the opportunity to be part of a test day?

MENTOR COACH INSTRUCTIONS

Coaches in training can benefit greatly from the honest feedback of an experienced coach. The
following is a summary of evaluation criteria for NCCP Coaching Certification. The following
criteria will be used for evaluation during all aspects of the Primary STARSKate Coach training.
Professionalism in Coaching

Punctuality
Prepared for all activities
Conducts one-self with discretion
Professional approach to coaching
Professional in appearance
Open to Learning

Effective Communication

Strong listening skills

Objectivity
Thinks before taking action
Treats others with respect
Strength of Technical Knowledge

Current with emerging trends

Effective skill analysis
Seeks out new learning
Ability to identify key teaching points
opportunities (i.e. training and
seminars)
Coaching Proficiency
Ability to adapt to different age groups
Ability to simplify skills through teaching progressions

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The mentor coach is entitled to receive up to $4.00 per hour for this mentorship.
Mentor coaches should bill the apprentice directly. Upon completion of the
apprenticeship have the mentor coach sign the following:
This verifies that the apprentice _________________________ has paid in full any bills
(candidate)
related to this NCCP PSC Mentor Coach Practical Observation Component.
___________________________
Mentor Coachs Name

__________________________
Mentor Coach Signature

GENERAL WORDS OF WISDOM

Ask your mentor coach to share their coaching philosophy with you?
Also list any general technical principles that your mentor applies to skating - for
example, this may relate to body alignment, movement, turning etc.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
CUE WORDS USED
During the lessons, reflect on the words used by the mentor coach to help the skater to
get the feeling of the skill while skating. These may be words like pop, stretch or
soft etc. These are the words that the coach or skater would say while the skater is
actually performing the skill. Write these cue words down here. They may be useful to
you and your skaters at a later date. As much as possible, be specific in your notes.
Cue words for...
Skating posture

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Jumps
(name the jumps)

Spins
(name the spins)

Stroking

Dance
(be specific)

Skating Skills
(be specific)

Lesson substitution: Pairs OR synchro OR interpretive (max 5 lessons)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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Were there any key phrases that your mentor coach used to illustrate their point? What
were they? Describe the three phrases or examples that you found to be helpful:

TEACHING AIDS AND HANDS ON TECHNIQUES

Coaches should be very creative in their teaching. There are many things that they can
use to make their teaching more effective. You will definitely see some of these things on
the CanSkate sessions and you may see additional ones on the STARSkate test sessions.
List any teaching aids that you saw in action. Also explain when and how your mentor
coach used a hands on approach to assist the skater.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
APPRENTICESHIP DIARY
Create your apprenticeship diary using the following pages. Use these pages to record at
least three teaching points and or teaching progressions incorporated into each lesson. At
the end of each lesson or during a flood, show your notes to your mentor coach for
verification and signature. Each individual lesson must be dated and initialed.

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1 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Comments:

Date:

2 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Comments:

Date:

3 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Comments:

Date:

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4 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Date:
Comments:
5 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Date:
Comments:
6 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

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Signature of Mentor:
Comments:

Date:

7 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Comments:

Date:

8 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Comments:

Date:

9 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

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Signature of Mentor:
Comments:

Date:

10 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Date:
Comments:
11 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Date:
Comments:
12 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

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Signature of Mentor:
Comments:

Date:

13 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Comments:

Date:

14 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Comments:

Date:

15 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

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Signature of Mentor:
Comments:

Date:

16 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Date:
Comments:
17 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Date:
Comments:
18 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

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Signature of Mentor:
Comments:

Date:

19 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Comments:

Date:

20 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Comments:

Date:

21 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

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Signature of Mentor:
Comments:

Date:

22 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Date:
Comments:
23 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Date:
Comments:
24 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

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Signature of Mentor:
Comments:

Date:

25 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Comments:

Date:

26 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Comments:

Date:

27 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:

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Skill(s):

Signature of Mentor:
Comments:

Lesson Length:

Date:

28 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Date:
Comments:
29 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________
Name of Athlete:
Level:
Skill(s):
Lesson Length:

Signature of Mentor:
Date:
Comments:
30 - LESSON SUMMARY (Teaching Points & Progressions (minimum 2 per 15 minute lesson)
Apprentice Coach:
Lesson Type: ____________________

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Name of Athlete:
Skill(s):

Level:
Lesson Length:

Signature of Mentor:
Comments:

Date:

EVALUATOR/JUDGE - PRACTICAL OBSERVATION

Receiving significant information on STARSkate program standards, embracing tips from
a judge perspective, learning the basics of judging/evaluating, completing in-class trial
judging exercises of juvenile events in singles, dance, and pair skating disciplines is quite
beneficial for new candidates entering the NCCP coaching program.
Evaluators and coaches are trained using the same training manuals and videos - in many
instances, at the same training clinics and seminars. Both groups will have these
training tools to refer to and to help ensure a consistent standard across our country.
As part of your coach training and development, you must select one of the following
three practical observation options evaluator/judge and complete the necessary work
required:
OPTION 1

OBSERVE A TEST DAY AT A LOCAL CLUB

ACTIVITY: You must attend a primary STARSkate test session at a local club, observe two
primary level tests - one Preliminary level and one Jr. Bronze level, perform an
assessment using the test sheets provided, discuss standards and test outcomes
(pass/retry) with the evaluator and skaters coach.
INSTRUCTIONS: Before you start this activity you must read and understand the following
step-by-step instructions for this activity and check off () each step once it is
completed.
Plan the activity
o Contact the test chairperson of a Skate Canada club to inquire about the
next scheduled primary test day. (i.e. date, time, location)
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o Inquire about the type and level of tests the test day will consist of (i.e.
Preliminary free skate, Jr. Bronze skating skills, etc.)
o State the purpose of your activity (above) and your involvement (i.e. observe
and discuss standards with the evaluator and coach.)
o Request authorization to attend the test day
o Request that the test chair request permission from the evaluator to partake
in this activity with you when making arrangements for the test day.
o Inquire about the location, telephone number of the arena
o Leave your name and contact information with the test chair should he/she
need to contact you prior to the test day.
Test Selection
o Select and observe two of the following primary STARSkate tests and
complete the work required.
Must select one of the following Preliminary tests:
o Skating Skills (all three exercises)
o Free Skate (elements & program)
o Dance (at least two out of the three dances)
o Introductory Interpretive Skating
Must select one of the following Jr. Bronze tests:
o Skating Skills (all three exercises)
o Free Skate (elements & program)
o Dance (at least two out of the three dances)
o Bronze Interpretive Skating
Before arriving at the arena
o Know the level of test that you have selected
o Know the standards
ACTIVITY REQUIREMENTS:
o Observation time: minimum 2 hours
o Test Observation: As per your test selection above, carefully observe the
interaction between the evaluator, coach and skater before, during, and after
the test execution.
o Test Sheets: With the appropriate test sheets available on the Skate Canada
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website, review the evaluation criteria listed on the sheets, summarize what the
skater has demonstrated in the test, indicate whether you think this test is
excellent, good, satisfactory, or needs improvement and outline the rationale
that would support your test rating. You submit your test sheets with this home
study.
o Discussion: When the time is appropriate, you need to approach the evaluator
to discuss the test outcome (pass/retry) and standard for both tests you
observed. Should the opportunity present, it is also highly recommended that
you discuss these tests with the coach.
SIGNATURES REQUIRED:
Club Name: ________________________Test Day Date: _________________
Test Chair's Name (print):
_______________________________________________________________
Test Chair's Signature:
______________________________________________________________
Evaluator's Name (print):
______________________________________________________________
Evaluator's Signature:
______________________________________________________________
Skater's Name: ________________Coach's Name: ______________________
Tests: 1. ___________________________________
Pass /
Retry
2. ___________________________________
Pass /
Retry
Observation Time: ______________ Interaction Time: _______________
FOLLOWING THE TEST DAY:

Summarize in detail your experience based on the activity you participated in at the
test day - indicate what you have learned from being an observer in a test day
environment.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

OR
OPTION 2

ATTEND A COACH/JUDGE SEMINAR

ACTIVITY: Attend a coach/judge seminar at the club and/or Section level. Participate in
the discussion as appropriate and complete the work required as outlined below.
INSTRUCTIONS: Be sure you read and understand the following step-by-step instructions
for this activity. You must check off () each step.
Plan the activity:
o Contact your Section Course Administrator or Club President to obtain
information on the next scheduled coach/judge forum session (i.e. - date, time,
and location)
o Inquire about the tentative discussion topics of the forum.
o Topics:
_____________________________________________________
o State the purpose of your activity (above) and your involvement.
o Request authorization to attend the coach/judge forum.
ACTIVITY REQUIREMENTS:
o Forum Session Time: minimum one hour
o Participate in discussions as appropriate: List at least two topics in which you
provided your input and shared your personal thoughts.
o _______________________________________________________
o _______________________________________________________
Following the Coach/Judge Forum: You must prepare an activity report based on the
following report outline:
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ACTIVITY REPORT
Forum Session:

Club Level

Date: __________________
Session Length: ____________

and/or

Section Level

Location: _______________________________
# of Attendees: ________________

Club Level:
Presidents Name: _______________________________________
Presidents Signature: ____________________________________
OR
Section Level:
Section Course Administrators Name: _________________________________
Section Course Administrators Signature: ______________________________
Name of Evaluator(s)/Judge(s) in attendance:
1. ____________________________ 3. ___________________________
2. ____________________________ 4. ___________________________
List a maximum of six topics discussed at the forum:
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
6. ______________________________________________________________
Out of the six topics listed above, select three topics and provide details on the
discussion that took place and outcome (results/decisions/directions):
1.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________

2.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Summarize your experience based on your attendance and participation in this
activity.
______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________

OR
OPTION 3

ATTEND AN INTERCLUB COMPETITION

ACTIVITY: As an observer, attend an Interclub competition, observe two primary level

skating events - one Preliminary and one Jr. Bronze and note what the top three skaters
are executing. Using the two flight of events - you must rank each skaters and obtain the
two protocol (results) sheets, and complete the activity report.
INSTRUCTIONS: Make sure that you read and fully understand the following step-by-step
instructions for this activity. You must check off () each step.
Plan the activity:
o Contact the chair of the organizing committee to receive information on
the Interclub competition (i.e. date, time, location)
o Inquire about the various types of event categories and when they are
scheduled to take place (i.e. Preliminary free skate events, Jr. Bronze
similar pairs events, etc.)
o State the purpose of your activity (above) and your involvement
o Request authorization to attend the competition
ACTIVITY REQUIREMENTS:
o Observe Interclub Competition: approximately two hours
o Two primary events - one Preliminary and one Jr. Bronze
o ____________________________________Flight: ___________
o ____________________________________Flight: ___________
o Competition Protocols: Results from each observed event are attached

Following the Interclub Competition: You must prepare an activity report based on the
following report outline:
ACTIVITY REPORT
Host Club Name: ______________________________Section: ___________
Date: __________________

Location: __________________________

Total # of Clubs: _________________ Total # of skaters: ___________________

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ORGANIZING COMMITTEE
Chair's Name: _______________________________________________
Chair's Signature: ____________________________________________

EVALUATORS/JUDGES - COACHES
Name four Evaluator(s)/Judge(s) in attendance
1. ____________________________ 3. ___________________________
2. ____________________________ 4. ___________________________
Name four Coaches in attendance:
1. ____________________________ 3. ___________________________
2. ____________________________ 4. ___________________________

List elements executed from the top three skaters from each event:
1. ________________________________________________________________
2. ________________________________________________________________
3. _______________________________________________________________

1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
Summarize your experience based on your attendance and participation in this
activity.
______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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SECTION 5: EMERGENCY ACTION PLAN

The Coaching Association of Canada (CAC) requires the following information for an
Emergency Action Plan (EAP)

Location of Telephones (cell and land lines)

1. List of Emergency numbers
2. Location of medical profiles for each CanSkater under the Coachs care
3. Location of a fully stocked first aid kit
4. Advance call person or control person is designated
5. Clear directions to the arena are available
Every coach must have this information or know exactly where it can be found for EVERY
facility at which he/she coaches.
EMERGENCY ACTION PLAN
Event:
Site:
Charge Person:
Alternate Charge Person:
Call Person:
Alternate Call Person:
Location of Club First Aid Kit:
Location of Arena First Aid Kit:
Location of Medical Profiles:

NUMBER CARD
Location of phones near lesson site:

PHONE NUMBERS
Emergency:
Fire:
Police:
Facility (where you are located):

Ambulance:
Poison Control:
Hospital:

LOCATION DIRECTIONS FOR EMERGENCY PERSONNEL:

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Appendix A

NCCP Primary STARSkate Coach - Home Study

Performance Evaluation Form
Coach Name:
Group Size:
Skills Taught:
Did coach create a structured lesson plan?
YES
NO
(Lesson plan may be the same as the one created for the Lesson Planning Section of Home Study
Guide)

Mentor Coach Feedback

General Comments:

Coaches Strengths:

Suggestions for Improvement:

Mentor Coach Name & Signature: _____________________/

____________________________
Date: __________________________

Performance Evaluation Form - 2012