Learn to skate: Evaluating the different stages of learning and skating-techniques. Tuomo Kärki, IIHCE

(1)

Learn to skate: Evaluating the different stages

of learning and skating-techniques

(2)

Background

Born in Finland, Oulunsalo, 1967 Ice hockey

• Playing career 14 years

(F A- jun. age 7-18, Oulun Kärpät 11 years, National teams U16-U17, after that “cooling down” RoKi ja Kiekko-Oulu 3 years)

• Coaching career 11 years

(RoKi 2 years, JYP 5 years, Kiekkoreipas 4 years, National teams U16-U17 2 years)

• Team manager 1 year

National team U16 (Youth Olympic Games Gold metal 2012)

• Work career 14 years

(JYP–head of junior hockey 2 years, Kiekkoreipas – head of coaching 4 years, IIHCE – head of training 8 years)

Education

• Sport instructor

• Sport science studies (Jyväskylä University)

Other sports

• In junior … finnish baseball (age 11-15, Oulun Lippo 4 years)

• Nowadays … hobbies (jogging and gym)

(3)

Thoughts to support this presentation

•

Ice-hockey is a team-sport, which demand variety of

individual skills from the player. Therefore, the coaching-emphasis should be teaching the techiques and skills, and also to teach the game for understanding.

•

In order to teach the technique, skills and the game, the coach must be educated and trained. That is a

combination of sport-specific knowledge and teaching ability. Also the coach should be able to teach according to the level of the player.

•

Observing and evaluating the skill-execution will help the coach in planning specific type of training for each

(4)

This presentation

is about…

(5)

This presentation is about...

•

Practicing skating-techniques and skills in different development stages

•

Evaluating the different stages of learning to skate

(6)

(7)

(8)

Learn to skate: Stages

1 A. Perceiving the technique B. Structuring the technique C. Establishing the technique

(9)

Perceiving the technique

Early stage of skill-acquisition:

•

The objective of this stage is to perceive and to understand the dynamics of the technique as a whole. The

performance varies and there may be lack of

confidence to perform the task successfully. During

this stage, the learning happens usually quickly.

•

Example: As the player skates, he will struggle to maintain his balance and he is not able to establish proper rhythm. The weight-transfer is hesitant and the strides are

ineffective. The player is able to move on his skates and the learning happens quickly.

(10)

Perceiving the technique

Example video

(11)

Structuring the technique

Training-stage:

•

During this stage the image of the skill has been formed and it is being structured as a whole. The player is motivated to practice the skill. The performances are relatively fluent and

consistent, yet there still are variety within the repetitions.

The player possesses sufficient technique to repeat the

successful performances, alltough the execution still varies and there are still visible shortcomings.

•

Example: The player is able to skate relatively fluently, yet there are still some moments of trying to find the right balance. There is a fluent weight-transfer in the majority of the

repetitions. Rhythm varies occacionally, which can be observed also in irregular stride-efficiency and uneven gliding-phase.

(12)

Structuring the technique

Example video

(13)

Establishing the technique

The conclusive stage:

•

As this stage has been reached, the skill has been adabted as a whole. The skill can be performed without thinking and with

less attention to basics. Performances at this conclusive stage are easy and fluent. The number of errors is reduced

and the performance is consistent. At this stage the player is able to give more attention to the surroundings, such as the game-situation, instead of the skill execution.

•

Example: The player is able to skate fluently and maintain proper rhythm. The strides are efficient and the

weight-transfer is effortless and well-timed. The gliding-phase is firm.

(14)

Establishing the technique

Example video

(15)

The reason for

evaluation…

(16)

The reason for evaluation…

is…

•

To specify the individual stage of learning

•

To be able to specify the practices towards the

individual players and their needs

•

To make sure that learning takes place according to the teaching objective

(17)

How do You

evaluate?

(18)

How do You evaluate?

A. Evaluating different stages of learning

•

Perceiving

•

Structuring

•

Establishing

B. Evaluating established skating technique

•

Position

•

Stride

•

Glide

•

Recovery

1

• Holding a low position • Weight-transfer

• Lenght and extend of stride- / gliding phases • Rhythm and motion of upper-body and arms

(19)

A. Evaluating

different stages

of learning

(20)

Evaluating different stages of learning

-Things to be evaluated

•

Holding a low position

•

Mobility and the strenght level of one-leg in relation to bodyweight will contribute to ones ability to hold low position

•

Weight-transfer (moving the center of mass to on top of the point of pressure)

•

By activating the muscles of the sole, ankle and gluteus in a right manner (line-up: ankle-knee-pelvis) will contribute to a proper weight transfer

•

Lenght and extend of stride- / gliding phases

•

Direction and rate of force development / frequency are contributing to skating speed

•

Rhythm and motion of upper-body and arms

•

Rhythm and motion will enhance the kinetic chain

(21)

Things to be evaluated - Rating

Grades on the evaluated factors

• +1 contributing to the performance

• 0 neutral part of performance

(22)

Defining the stage of learning through the

evaluated factors

1

Stage of learning Total grades

Perceiving Total -4, -3 or -2

Structuring Total -1, 0, or +1

(23)

Learn to skate:

Example of evaluation form

Skating evaluation Rating

Evaluated factors +1 0 -1

Holding low position -1

Weight-transfer 0

Lenght and extend of stride- / gliding phases 0

Rhythm and motion of upper-body and arms +1

Total 0

Perceiving -4, -3, -2

(24)

B. Evaluating

established

(25)

(26)

How You can proceed the evaluation

•

Film the skating skill

•

Go through the evaluation form and the factors with the player by using examples

•

Ask player to fill out the form himself first as a self evaluation

•

As a coach evaluate the player’s skating by using the evaluation form

•

Set up a meeting with the player to discuss results of the evaluations

(27)

Rating and evaluating established skating technique

Forward skating evaluation:

Position

- Fully extended striding leg forms a straight line with the upper body - Knee bend 90 degrees

- Arm motion from behind to in front of the body and back

Stride

- Activation of the gluteus muscles in the pushing phase of the stride - Hip extension of the striding leg

- Knee and ankle extension of the striding leg

Glide

- Beginning the glide on the outside edge of the skate - The glide is directed forward

- The lenght and extend of the glide

Recovery

- Keeping the skate beneath the knee level during recovery - Bringing the skate in front of the body during recovery

- Bringing the skate underneath the body onto the same vertical plane with the ankle, knee and hip

1-20=poor, 21-40=below average, 41-60=average, 61-80=good, 81-100=excellent

70 70 70 75 75 75 Coach Player

(28)

Position - factors

1 2

(29)

Stride - factors

1

2

(30)

Glide - factors

1 2

(31)

Recovery - factors

1

2

(32)

(33)

Conclusions

•

It is easier to practice elements of the whole preformance after the whole performance has been perceived and the image has been created.

•

The coach should evaluate the whole performance before he is proceeding towards practicing the elements. It should be noted that it is challenging to create the image of the

practice elements of the whole performance before the player turns 12 years.

•

Try to improve the requirements supporting the

performance, such as mobility, body-control and

(34)

Thank You !