2019-20 Cer Module 3

Welcome to U.S. Figure Skating Professional Coach / Choreographer CER Program Module 3.
In
this program module, you will have access to the course content and exam for:
CER Program Module Content

CER ACP 302 Concussion Information 1 CER ACP Credit
CER ROS 201 Understanding Test Refresh 1 CER ROS Credit
CER ETH 104 Coaching Philosophy 1 CER ETH Credit
CER SCI 103 Basic Growth, Development, and Learning Styles 1 CER SCI Credit
Completion of the corresponding CER Module Exam will earn 4 CER Credits
The Module: For your convenience, the course content for all four (4) topic areas is contained in
this course content document. As in the past, four (4) required topic areas are: Athlete/Coach
Protection (ACP); Rules of Sport (ROS); Professional Ethics (ETH); Sport Sciences (SCI). module content
includes all four pre-packaged topics areas.
The Exam: The exams for CER Program Modules consist of 60 questions derived from the entire
course content. The exam is “open book.” Each topic area will present 15 questions of the 60
within the module exam. A passing grade of 80% (48 correct out the 60 questions presented) on
the module exam is required to earn CER credits for this season. In the event that you do not
achieve a passing grade, please review the course content before attempting a retry. There are
three (3) attempts allowed for this exam before a re-registration is required. Completion
deadline: June 30 of each year (active through June 30 if the following year). NOTE: Once the
exam is started, it must be completed. Answers will not be saved if the exam is exited before it
is finished. The exam will need to be attempted again and will count as one of the three allowed
attempts.
The CER Credits: Successful exam completion will fulfill the CER requirement for four (4) CER
credits for U.S. Figure Coach Compliance for the current season. A completion certificate will be
automatically issued from the e-learning system. Print this certificate for your records. CER
credits will be reported to U.S. Figure Skating for the current season Coach Compliance.
The Enrollment: Enrollment in this program module for primary coaches, choreographers,
assistant coaches and element specialists who train or instruct one or more skaters or teams
participating in any U.S. Figure Skating or member club activities or at U.S. Figure Skating
sanctioned events (other than group lessons as part of a Learn to Skate USA program.)
2019-20 CER MODULE 3: INCLUDES CONTENT FOR: ACP 302; ROS 201; ETH 104; SCI 103
Concussion Information
CER Topic Area: Athlete/ Coach Protection

CER Course ID: CER ACP 302
Authors:
Michael C. Cook, BSc, ATC, LAT, CSCS, CKTP
Reviewed by:
Jen Burke, MD and Peter Zapalo MS, CSCS
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© Copyright 2017 PSA
NOTICE:
By signing on to take the exam, you certify that you are the person signing on and personally
completing this exam. False statements made by anyone taking this exam may result in
disciplinary action, up to and including, expulsion from the PSA both for the person taking the
exam and the person listed as the taker of the exam. This course is worth 1 credit towards U.S.
Figure Skating Continuing Education Requirement (CERs) for the successful completion of this
exam.
ACP 302: COURSE OBJECTIVE

ACP 302 “Concussion Information for Figure Skating Coaches,” is based on the information in the
NFHS concussion course and is designed to aid U.S. Figure Skating coaches understand that
concussion can be a serious or even life-threatening situation if not managed correctly. Upon
completion of CER ACP 302, coaches will:
• Recognize suspected concussion signs and symptoms
• Understand the timing of when concussion symptoms may appear
• Respond appropriately to an athlete with a suspected concussion
• Know a local concussion center or appropriate clinician to recommend to
athletes/parents to seek care
• Understand the specific issues noticeable in figure skater, such as compromise to the
visual cortex and vestibular system
• Understand the impact that concussion can have on an athlete, and how to be proactive
in encouraging the athletes to follow medical advice
• Understand the coach’s role in the “Return to Play” plan
• Become familiar with “Return to Learn” guidelines that may affect athletes in school or
work
• Be aware of the 2018 CDC recommendations for concussions in children
ACP 302: COURSE RESOURCES

Prior to taking the exam, we recommend that you review and have on hand the following
materials:
• Course Content of CER ACP 302
• Supplemental information included with the course
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ACP 302: COURSE OUTLINE
Introduction — Concussion Scenarios
Part 1— What is a Concussion?
Part 2— Concussion Awareness and Recognition
Part 3— Response to a Suspected Concussion
Part 4— Return-To-Play (RTP) Strategies
Part 5— Concussion Prevention and Preparedness
Part 6— Safety First
Part 7— Update: CDC’s New Guidelines for Concussions in Children
Concussion Recognition Tool 5
Facts about Concussion and Brain Injury
Heads Up Concussion in Youth Sports – A Fact Sheet
Sample Return-To-Play Form
References and Further Reading
About the Author and Reviewers
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ACP 302: INTRODUCTION
Scenario 1:
An athlete on a practice ice session attempts a jump and falls, landing on their out-stretched
arm/hip/ribcage. The athlete picks his/herself up off the ice and skates over to you to discuss the
failed jump attempt. The athlete seems otherwise unaffected by the impact from the fall, you
suggest another attempt at the same jump. The athlete misses the jump and falls onto the same
side, never striking the ice with their head. As the athlete approaches the boards, he/she seems
to be moving slowly, somewhat out of sync. When asked how they are feeling the athlete replies,
“I’m ok, I just have a headache.”
How do you as the coach respond? Do you suspect a concussion even though the skater’s arm
was between their head and the ice during each fall? The athlete didn’t lose consciousness and
appeared “normal.” Should you be concerned?
Scenario 2:
A pair team entering into a split double twist (backward diagonal pattern through center ice)
collides with another pair team exiting a death spiral. The female of the first team is knocked to
the ice hitting her head and loses consciousness (LOC) for a moment. The next thing she
remembers is waking up with you over her. The athlete is taken to the hospital by her pair
partner, and the physician recommends time off the ice. The athlete suffers mild headaches but
is really pushing to skate the next day because of an important competition in two weeks.
How do you as the coach respond? Clearly the athlete has a concussion, but do you allow the
athlete to skate and just “take it easy” because the competition is so close, and she is so
insistent?
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Scenario 3:
Another pair team was learning a throw double Salchow, and the male had not quite
comprehended the importance of the technique on the take-off. He swings the female out away
from his center on the take-off, and her jump goes out of control. Her landing foot hits first on
the heel, then she falls on her buttocks, and her head goes back as she hits the ice. Her head
never actually hits the ice. Later she complains of neck soreness and “pressure” in the head. She
is taken to the doctor who says she may have a “mild concussion,” and she isn’t to jump until
symptoms subside. A few weeks later, you take the team to a national pair coach for lessons on
the throw during their spring break. As the national coach is teaching the throw technique, you
are filming the lesson. On video, you capture the male skater making the exact same mistake
with the exact same result; the female falls, and her head snaps back towards the ice again. The
doctor now says that the female skater must take six weeks off and can only return to skating
with a helmet for an unspecified amount of time. When she returns to the ice with the helmet
on, the male pair skater makes fun of her.
How do you as the coach respond? What safety measures can you implement, and what is your
role in the education and guidance about concussion?
Scenario 4:
An elite athlete training for the national championships in less than a month takes a particularly
jarring fall on a triple jump but does not hit her head on the ice. She finishes the practice day, but
in the next few days that follow she is plagued with delayed signs and symptoms of moodiness,
headaches, irritability and general “being off.”
How do you as the coach respond? With nationals just a few weeks away, do you allow the
athlete to continue training? How do you know what to do? How are you going to deal with
the phone call from the parent?
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ACP 302: PART 1:

WHAT IS CONCUSSION?
What is a concussion?
Quoted from: https://www.cdc.gov/traumaticbraininjury/index.html
A Sports Related Concussion (SRC) is a traumatic brain injury induced by biomechanical forces
(1). Concussions temporarily interfere with brain function; affecting memory, judgment, reflexes,
speech, vision, balance and coordination. They can be caused by either a direct blow to or severe
jarring of the head.
Concussions do not always result in lack of consciousness (LOC). Most concussions are mild, with
many people never experiencing a blackout. Many concussions go undiagnosed and therefore
untreated. Symptoms associated with concussions can be immediately recognizable or subtle in
their presentation. They can clear within hours or can last for days, weeks, or longer.
The definition a concussion is a disruption to the normal functioning of the brain, and an initial
sign can be a headache. Though the head of the athlete never struck the ice in Scenario 1, the
jarring force from the landing produced an impulsive force transmitted to the brain, either in the
direction of the impact (a coup) or to the opposite side of the skull (contrecoup), or through
rotational stress (torque). This impact disrupted the function of the cells on the site involved in
the trauma, setting forth a cascade of events at a cellular level that resulted in a concussive event
or TBI (Traumatic Brain Injury).
The signs and symptoms of a concussive event can vary from athlete to athlete, depending on
the location and of the intensity of the force delivered to the brain as well as the age of the
athlete. Youth athletes tend to be more susceptible to concussive events than adult athletes. As
well, it has been documented that the recovery for children and adolescents may be longer than
in adults.
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ACP 302: PART 2:

CONCUSSION AWARENESS AND RECOGNITION
Signs and Symptoms of a Concussion
Immediate headache, confusion, feeling in a “fog”, amnesia, dizziness (feeling off balance),
ringing in ears, nausea, vomiting, slurred speech, blurred eye sight
Eventual mood/mental disturbances, light/noise sensitivity, sleep disturbances, listlessness,

irritability, loss of balance, inability to concentrate, disorders of taste and smell
Long Term depression, irritability, anxiety and cognitive problems involving memory,
concentration and thinking
Most concussive events do not involve loss of consciousness. Recent studies have determined
that most of cases of SRC will experience resolution of symptoms within 21-28 days. However
recent evidence notes that concussive events that involving LOC greater than one minute, or a
greater number of initial symptoms, can lead to an extended, possibly more complicated,
recovery time (**).
As noted earlier the signs and symptoms of concussion vary depending on TBI history, age and
severity of the trauma. They may include one or more in any of the following domains:
Somatic headache, “pressure in the head”, neck pain, nausea/vomiting, sensitivity to light
and/or noise
Vestibular balance problems, dizziness, blurred vision
Emotional more emotional than usual, irritable, sadness, nervous/anxious
Cognitive confusion, feeling like in “a fog”, difficulty concentrating, difficulty remembering,

“don’t feel right”
Sleep feeling slowed down, drowsiness, fatigue, trouble falling asleep). Symptoms may
manifest anywhere from immediately to 72 hours after the initial event, therefore
careful observation and concise communication with the athlete and the athlete’s
emergency contact are necessary.
Concussions impact to the visual cortex and the vestibular system compromises the ability of
the athlete’s perception of their position in time and space. These aspects of balance enable the
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athlete to perform movements such as basic skating skills (relative to their position on the ice),
jumping, and spinning.
The BESS (Balance Error Scoring System) is an objective measure assessing static postural
stability. This is an easily reproducible test, utilized in both the SCAT-5 and Child-SCAT5, to
determine the concussive impact to the athlete. The BESS can also be utilized as an effective
measurement tool incorporated into a return-to-play plan.
As well as affecting the athlete on the ice, these symptoms can impact the athlete’s ability to
manage the activities of daily living and academics. Due to the increased risk of re-injury after an
initial concussion, and the concern about second impact syndrome, all consideration must be
given to prevent additional stress on the brain.
Multiple traumas to the brain (whether concurrently or over time) have a cumulative impact in
prolonging the ability of the brain to recover and increase the likelihood of long term damage.
Therefore, consideration must be given towards protecting the brain from any additional trauma
and from sensory overload, thereby allowing the brain to heal.
Additional factors that can complicate the recovery process for the concussed athlete include:
prior concussion, initial high symptom volume, neurodevelopmental disorders (e.g. ADHD, LD)
and psychiatric disorders.
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ACP 302: PART 3:

RESPONSE TO A SUSPECTED CONCUSSION
Primary on-site evaluation should address any life-threatening emergency (breathing difficulties,
suspected cervical injury) and provide necessary first aid and emergency care. It should be noted
here that this course is intended to provide enough information to provide proper and immediate
care for the athlete. However, unless the coach is formally trained in medical evaluation, the
evaluation of the athlete should be continued by a medical professional, if available, using such
tools as the SCAT5 (Sports Concussion Assessment Tool – 5th edition for ages 13+) or CHILD –
SCAT5 (for ages 5-12).
Diagnosis of concussion is based on evidence gathered during the evaluation of the athlete. The
on-site evaluation should include: TBI (concussion) injury history; symptom evaluation; measure
of short term/long term memory; balance; and coordination. If no medical professional is
available, the athlete should be taken off the ice until they can be properly evaluated by a
physician or other medical professional familiar with the evaluation and management of
concussions. At that point, they are under the care of the evaluating physician, and the direction
of treatment will be mandated by that healthcare provider.
“WHEN IN DOUBT, SIT THEM OUT!”

Recommendations by the Center for Disease Control (CDC) and the international experts who
participated in the 5th International Conference on Concussion in Sport are to be proactive, and
have the athlete sit out until an evaluation has been completed. As with our athletes in scenarios
1, 3, 4, though there were no outward manifestations of trauma, or direct contact with the ice
surface, concussion should be suspected. Therefore, the athlete must be removed from the ice
and evaluated by a qualified medical professional, either on-site or in a clinic/hospital setting.
Many hospitals have created concussion clinics specifically designed to evaluate and manage
concussion injuries. Should additional symptoms manifest (LOC, un-equal pupils, nausea, seizure
activity, decreased wakefulness, notable personality change) then the athlete should be rushed
to the emergency room for evaluation.
Coaches should always inform the athlete’s parents of a suspected concussion.
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ACP 302: PART 4:

RETURN-TO-PLAY STRATEGIES
Treatment strategies for concussion injuries should include a return-to-play plan designed to
return the athlete to his or her sport as quickly and as safely as possible. Return to play
consideration for the concussed athlete should be directed by the treating physician based on
the resolution of symptoms. Recommendations include a graduated return-to-play (RTP)
protocol.
RTP should include a “normal” physical exam, and an improving neurologic exam (i.e. normal
balance, no headache, no light/sound sensitivity) and normal cognitive testing (i.e. baseline
memory, focus and concentration).
Once RTP clearance is given by the attending physician, there should be close monitoring and
management of exercise activity, with goal of progression at a tolerable rate. Ideally, the athlete
will a continuing clearance of symptoms during the RTP protocol.
If symptoms increase at any time, then the athlete will need to return to the level of activity
during which they were less symptomatic. Exercise should begin with ground-based exercises
that progress in intensity until similar to demands on the ice, without exacerbation of symptoms.
Once the athlete is cleared to return to the ice, they should begin with simple stroking and move
on to complex choreography, assuming they remain symptom free. Finally, the activities that
place the most stress on the athlete’s brain (i.e. jumping and spinning) should be introduced
progressively over time based on symptoms.
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Coaches should cooperate with and support the physician-approved RTP.
A RTP example might look like these progressive steps:

Step 1: Symptom limited activity: daily activities that do not provoke symptoms
• Limit screen time first 24-48 hours (can be difficult for young athletes): TV,
computer, texting, video games
• Manage schoolwork (inform school of concussion; request accommodations)
• Encourage normal sleep patterns (engage parents in monitoring)
Step 2: Light aerobic exercise and stretching, walking or stationary cycling at slow to
medium pace
• Gradually increasing heart rate as tolerated over time
Step 3: Sport specific exercises and stretches

• Running or skating drills that limit body/head movements
Step 4: Progressive program run-throughs

• Run programs with choreography only
• Run programs with step sequences and choreography only (no jumps or
spins)
Step 5: Run program with all elements and choreography
*Note: During each step watch for returning or exacerbated symptoms. If symptoms
return, the athlete should go back to the prior step, assuming their symptoms are
not exacerbated by activity level, and progress from there. Every athlete recovers
differently.
**Note: An understanding of possible signs and symptoms of concussion is necessary for

recognition of a concussion and thus health and safety of the athlete. The overall
diagnosis and management of concussion, including the RTP progression, should
be left to the medical provider. It is important, however, that coaches recognize
when a concussion is being managed appropriately and when it is not.
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The symptomatic athlete is at risk for both reinjury, deconditioning and social isolation. In order
to minimize the possibility of deconditioning, it is recommended that the athlete participate in
tolerable activities that do not increase or exacerbate the concussive symptoms after the first 48
hours. These activities can include walking on a treadmill, stretching, and core stability training.
A prolonged recovery also puts the athlete at risk for falling behind academically and being
socially isolated. As the athletes’ symptoms clear, a gradual return to both academics (and social
interaction will increase their confidence in full recovery from the injury. Prolonged recovery
(greater than 28 days) may require further interventions. These interventions may include
vestibular and occulo-motor therapy, and pharmacological intervention.
Young athletes, after suffering one concussion, are 3-6 times more likely to have a second and
need significantly longer recovery periods than first-time sufferers. Frequency (repeated
concussions over time), concussions close together in time, recent concussion or traumatic brain
injury, and repeated concussions occurring with progressively less impact force or slower
recovery after each successive concussion are considered important “modifying factors” in
concussion management which may, in some cases, predict the potential for prolonged or
persistent symptoms.
Recurrent concussions, as compared with initial ones, have been linked to a prolonged time to
symptom resolution. For this reason, the managing physician may suggest that the athlete sit out
the rest of the season (or for several months) to allow their brain to fully recover to hopefully
avoid any long-lasting effects.
“Second Impact Syndrome” (SIS)

Second Impact Syndrome involves a second head trauma while the brain is still recovering from
the initial trauma. The potential is greater for the youth athlete and can complicate the recovery
from the initial trauma significantly. Additional concerns regarding return to play involve multiple
concussions in a season. Should the athlete receive more than three (3) concussions in one (1)
season, depending on the proximity of the occurrences, it may be recommended by the medical
professional to have the athlete sit out the rest of the season to allow their brain to fully recover
to avoid any long-lasting effects. An athlete who is recovering from a concussion, but who has
not yet fully recovered, is at risk for SIS.
It should be noted that SIS is a rare but potentially fatal condition. Typically, the athlete suffers
post-concussive signs and symptoms after the first head injury, such as: headache, visual, motor
or sensory changes or mental difficulty, especially with the thought and memory process. Before
these symptoms have cleared, which may take minutes, hours, days or weeks, the athlete returns
to training and receives a second blow to the head, which can cause massive swelling in the brain.
Since the brain is contained in the rigid bone of the skull, this swelling causes compression of the
brain. In severe cases, the brain is squeezed through small holes with in the skull. The squeezing
of the brain through these small holes is known as “herniation.” Herniation can lead to decreased
blood flow to the brain, and ultimately, to the athlete’s death.
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ACP 302: PART 5:

CONCUSSION PREVENTION & PREPAREDNESS
Concussion prevention includes education of athletes, parents, coaches, and staff members at
the skating facility. This education is readily available through the CDC website (as noted below)
and is designed for medical as well as non-medical professionals. As well, neurologic pre-testing,
such as the Impact Test©, give a post-injury evaluation comparison to a baseline measurement,
thereby assisting the medical professional an insight to the difference before the accident and
afterwards.
While most of concussions are accidents, and therefore unforeseen events, prevention measures
can assist in reducing the severity and improve management of the athlete in responding to the
injury.
Advice from the Centers for Disease Control website:
https://www.cdc.gov/traumaticbraininjury/index.html
As a coach or parent, you play a key role in preventing concussions and responding properly when
they occur. Here are some steps you can take to help prevent concussions and ensure the best
outcome for your athletes, the team, league or school.
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Preseason
Check with your league, school, or district about concussion policies

Concussion policy statements can be developed to include a commitment to safety, a brief
description about concussion, and information on when athletes can safely return to play (i.e. an
athlete should be kept out of play the day of the injury and until a health care professional,
experienced in evaluating for concussion, says they are symptom free and it’s OK to return to
play).
Parents and athletes should sign the concussion policy statement at the beginning of each sports
season. Involve and get support from other parents and/or league or school officials to help
ensure that the concussion policy is in place before the first practice.
Create a concussion action plan
To ensure that concussions are identified early and managed correctly, have an action plan in
place before the season starts. This plan can be included in your school or district’s concussion
policy.
Educate athletes and other parents or coaches about concussion
Before the first practice, talk to athletes and parents, and other coaches and school officials about
the dangers of concussion and potential long-term consequences of concussion. Explain your
concerns about concussion and your expectations of safe play. Show the videos and pass out the
concussion fact sheets for athletes and for parents at the beginning of the season and again if a
concussion occurs. Remind athletes to tell coaching staff right away if they suspect they have a
concussion or that a teammate has a concussion.
Monitor the health of your athletes
Make sure to ask if an athlete has ever had a concussion and insist that your athletes are
medically evaluated and are in good condition to participate. Some schools and leagues conduct
preseason baseline testing (also known as neurocognitive tests) to assess brain function—
learning and memory skills, ability to pay attention or concentrate, and how quickly someone can
think and solve problems. These tests can be used again during the season if an athlete has a
concussion to help identify the effects of the injury. Prior to the first practice, determine whether
your school or league would consider conducting baseline testing.
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During the Season: Practices and Games
Insist that safety comes first

• Teach and practice safe playing techniques.
• Encourage athletes to follow the rules of play and to practice good sportsmanship at all
times.
Teach athletes it is not smart to play with a concussion

Proper evaluation is key after a concussion. Sometimes athletes, parents, and other school or
league officials wrongly believe that it shows strength and courage to play injured. Discourage
others from pressuring injured athletes to play. Don’t let your athlete convince you that they’re
“just fine.”
Prevent long-term problems

If an athlete has a concussion, their brain needs time to heal. Don’t let them return to play the
day of the injury! Adherence to the return to play protocol is the best way to decrease possible
long-term complications. A repeat concussion that occurs before the brain recovers from the
first—usually within a brief time period (hours, days, weeks)—can slow recovery or increase the
chances for long-term problems.
Work closely with league or school officials

Be sure that appropriate individuals are available for injury assessment and referrals for further
medical care. Enlist health care professionals (including school nurses and Athletic Trainers) to
monitor any changes in the athlete’s behavior that could indicate that they have a concussion.
Ask athletes or parents to report concussions that occurred during any sport or recreation
activity. This will help in monitoring injured athletes who participate in multiple sports
throughout the year.
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Postseason
Keep track of concussion

Coaches should work with other school or league officials to review injuries that occurred during
the season. Discuss with others any needs for better concussion prevention or response
preparations.
Review your concussion policy and action plan

Discuss any need for improvements in your concussion policy or action plan with appropriate
health care professionals and school and league officials.
There are some sport professionals that advocate for physical conditioning to assist in the
prevention of concussions stating that it should include strengthening the postural muscles
including the abdominals, upper body (specifically the upper back and neck musculature).
Frequently associated with concussions are “whiplash” types of injury to the neck. Improved
cervical range of motion may assist in allowing the skating athlete to improve their field of vision
to avoid collisions.
As well, strengthening of the athlete’s neck may help decrease the potential for whiplash to
occur. Agility training can also be considered a training tool to reduce the exposure to concussion
injuries. The ability to decrease the reaction time of the athlete to a potential event may enable
the athlete to avoid the event.
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ACP 302: PART 6:

SAFETY FIRST
1) Be familiar with your state’s laws and requirements for coaches regarding
concussions
2) Concussions are not just “Bumps on the head!” All concussions are serious.
3) Always inform the athlete’s parents about any suspected concussion.
4) “WHEN IN DOUBT SIT THEM OUT” Recommended by the Center for Disease
Control (CDC).
5) Concussions are the “unseen” injuries that can be difficult for athletes and
parents to manage.
6) Proper neurologic and cognitive testing with early intervention can decrease
the length of recovery.
7) Most concussion symptoms resolve in 21-28 days but can take longer.
8) Encourage communication with the athlete to ensure proper medical-

directed treatment is provided before, during and after any suspected
concussive incident.
9) As symptoms decrease, a physician prescribed graduated return-to-play

protocol should be followed.
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ACP 302: PART 7:

UPDATE: CDC’S NEW GUIDELINES
FOR CONCUSSIONS IN CHILDREN
What Coaches Need to Know
In September 2018, the Centers for Disease Control released new guidelines for diagnosis and
treatment of mild traumatic brain injury (mTBI), namely concussions, in children.
These findings and guidelines enhance the information presented in this course and have been
updated based on an evidence-based approach to treatment of concussion in the pediatric
population.
In child athletes, concussion is typically characterized by the following:
• Caused by a direct blow to the head or neck (including the face), or by another blow to
the body transmitting force to the head, such as a fall on the ice.
• Most concussions do not cause loss of consciousness. It is possible for an athlete to
sustain a concussion and not realize it.
• Symptoms may manifest immediately or can take hours, days or even weeks to appear.
• Typically, standard imaging (such as CT or MRI) does not show abnormality and is not
recommended.
• Symptoms of pediatric concussion can be physical, cognitive, emotional, or sleep-related.
• In sports, children are at an increased risk of concussion vs. adults, and the recovery can
take longer.
Bottom Line
In case of concussion or suspected concussion, athletes, especially young athletes, should be
removed from the training or competition and not return the same day.
Even if an athlete is seen at the emergency department or urgent care facility and “cleared,”
parents and coaches should recognize that if any concussion symptoms are present, athletes
should follow a graduated return-to-play plan under the care of a health care provider qualified
to treat concussions.
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Key Recommendations from the CDC Pediatric mTBI Guideline

1. To not routinely image patients to diagnose mTBI.
2. Use validated, age-appropriate symptom scales to diagnose mTBI.
3. Assess evidence-based risk factors for prolonged recovery.
4. Provide patients with instructions on return activity customized to their symptoms.
5. Counsel patients to return gradually to non-sports activities after no more than 2-3 days
of rest.
More information on the Guideline and concussion information about returning to school and
the return to play process can be found at: www.cdc.gov/HEADSUP
Note: the information provided is not a substitute for medical or professional care. Questions
about diagnosis and treatment for a concussion should be directed to a qualified healthcare
provider. Source: CDC
Check your state’s laws
Every coach should be familiar with their state laws and requirements for coaches regarding
concussions. Since 2007, all 50 states and the District of Columbia have enacted legislation to
address youth sports-related concussions. Some organizations, such as the National Conference
of State Legislatures, created online maps to track and update concussion in sports laws by state.
Map of Concussion in Sports Legislation. National Conference of State Legislatures:
http://www.ncsl.org/issues-research/health/traumatic-brain-injury-legislation.aspx
Coaches should always adhere to physician-recommended

guidelines with respect to “Return-to-Play.”
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ACP 302: REFERENCES AND FURTHER READING

• Centers for Disease Control and Prevention: http://www.cdc.gov/concussion/
• Map of Concussion in Sports Legislation. National Conference of State Legislatures:
http://www.ncsl.org/issues-research/health/traumatic-brain-injury-legislation.aspx
• McCrory P, Meeuwisse W, Dvorak J, et al Consensus statement on concussion in
sport—the 5th international conference on concussion in sport held in Berlin, October
2016, Br J Sports Med Published Online First: 26 April 2017. doi: 10.1136/bjsports-2017-
http://bjsm.bmj.com/content/bjsports/early/2017/04/28/bjsports-2017-097699.full.pdf
• Online concussion fact sheethttps://www.cdc.gov/headsup/policy/index.html
• Online training: https://www.cdc.gov/headsup/youthsports/training/index.html
• Parent Fact Sheet https://www.cdc.gov/headsup/parents/index.html
• U.S. Figure Skating SafeSport Handbook:
http://www.usfsa.org/content/safesport%20handbook.pdf
• Acute Concussion Evaluation (ACR): https://www.cdc.gov/headsup/pdfs/providers/ace-
a.pdf
• Provider Factbook https://www.cdc.gov/headsup/providers/index.html
• Concussion Recognition Tool 5: http://bjsm.bmj.com/content/51/11/872
• ChildSCAT-5 (ages 5-12:
http://bjsm.bmj.com/content/bjsports/early/2017/04/26/bjsports-2017-
097492childscat5.full.pdf
• SCAT5 (13+):
https://www.seata.org/resources/Pictures/Sport%20concussion%20assessment%20tool
%20-%205th%20edition%20(1).pdf
• Concussion Clinics: https://concussionfoundation.org/learning-center/concussion-clinics
25
ACP 302:
ABOUT THE AUTHORS AND REVIEWERS
Michael C. Cook, BSc, ATC, LAT, CSCS, CKTP, has 20 years of Certified Athletic Training experience, is a
Certified Strength and Conditioning Specialist and a Certified Kinesio-Tape Practitioner. His training
experiences include numerous high school and college athletic teams, as well as professional team
training during the 1996-1997 season with the Boston Bruins. Mike currently runs the off-ice training
program at the Nashoba Valley Olympia. Prior to that he was the off-ice trainer at the Skating Club of
Boston for 14 years. This experience has resulted in a deep knowledge of the physical demands on the
competitive athlete. Michael graduated from the University of Massachusetts with Magna Cum Laude
honors and a B.S. in Athletic Training.
Michael is an active member of the National Athletic Trainers Association, the Athletic Trainers of
Massachusetts, the National Strength and Conditioning Association, the Professional Skaters Association,
U.S. Figure Skating Association, and co-chair of the US Figure Skating Sports Medicine and Science
Committee. Michael has lectured on injury and injury prevention topics: Strength Training for the Baseball
Athlete, Injury Prevention through Sports Specific Conditioning, Core Training for Figure Skating,
Periodization for the Figure Skating Athlete, Conditioning the Figure Skating Hip, and Concussion
Management.
Mike has donated his time to both New England Regional and Eastern Sectional qualifying competitions,
the Boston Marathon, and U.S. Figure Skating competitions, including the U.S. Figure Skating
Championships (2001, 2004, 2005), U.S. Figure Skating Junior Nationals (2005), U.S. Figure Skating
Nationals (2008), and ISU Figure Skating World Championships. He has also conducted high performance
testing on behalf of US Figure Skating at their Sports Medicine Workshops in Lake Placid and Colorado
Springs. He recently managed US Figure Skating’s local S.T.A.R.S. combine. He participated in an invitation
only round table discussion at the request of U.S. Figure Skating to discuss off-ice training program
development for the developing figure skating athlete.
Jen Burke, M.D., is the chair of the U.S. Figure Skating Sports Sciences and Medicine Committee, and has
served on that committee since 2001. She has been a physician for Team USA, traveling internationally
and as camp faculty, for more than a decade. In her capacity as a sport medicine physician, Dr. Burke has
lectured nationally and has provided sports medicine coverage for local, national and international events.
In addition, Dr. Burke has co-authored several book chapters and articles about the sports science of figure
skating and injury management. She practices primary care sports medicine in Scottsdale, AZ.
Peter Zapalo MS, CSCS, is U.S. Figure Skating’s Director of Sports Science and Medicine. Peter’s
background encompasses Exercise Physiology, Sports Medicine, and Biomechanics with a focus on elite
performance and rehabilitation. He has been with U.S. Figure Skating since 2010 and the 2018 Games will
be his fifth Olympics working in sports science/medicine capacity.
- END OF CER ACP 302 COURSE CONTENT -

26
Navigating the
U.S. Figure Skating Testing
Structure (aka: “Test Refresh”)
CER Topic Area: Rules of Sport

CER Course ID: CER ROS 201
Authors:
Lynn Goldman
Reviewed by:
Eric Hampton
27
NOTICE:
By signing on to take the exam, you certify that you are the person signing on and
personally completing this exam. False statements made by anyone taking this
exam may result in disciplinary action, up to and including, expulsion from the PSA
both for the person taking the exam and the person listed as the taker of the exam.
This course is worth 1 credit towards U.S. Figure Skating Continuing Education
Requirement (CERs) for the successful completion of this exam.
ROS 201: COURSE OBJECTIVE

CER ROS 201 is designed to assist coaches to:
• Understand the change made to the U.S. Figure Skating test structure in May
2017
• State the timelines of implementation for:
o Athletes to be able to receive test credit through IJS protocol
o Athletes to be able to use the well-balanced program requirements for
testing
o Replacing the 6.0 system with an evaluation scale of -3 to + 3
o Skaters to have the opportunity to earn “pass,” “pass with honors” or
“pass with distinction” as a test result
• State the procedure for applying for test credit through IJS protocol
• State the differences between judging on a 6.0 scale versus a -3 to + 3 scale
28
ROS 201: COURSE RESOURCES

Before taking the exam, we recommend that you review and have on hand the following
materials:
• CER 201 Course Content

• Current season U.S. Figure Skating Official Rulebook
• US Figure Skating Technical Notifications 199, 200 and 205
http://www.usfsa.org/story?id=84108
• U.S. Figure Skating Webinar: “Test Refresh Project”. This is posted on the
“Members Only” page of the U.S. Figure Skating Website under General
Information > Webinars > Clubs > Test Refresh Project.
ROS 201: COURSE OUTLINE

Part 1— Introduction
Part 2— Summary of the U.S. Figure Skating Test Rule Changes
Part 3— Timeline for Implementation of the Changes
Part 4— Well-Balanced Program Requirements for Testing
Part 5— IJS Protocol for Test Credit
Part 6— New -3 to +3 Evaluation Scale for Tests
Part 7— Conclusion
About the Author
29
ROS 201 - PART 1:

INTRODUCTION
Several years ago, the Tests, Athlete Development and Judges Committees of U.S. Figure Skating
studied the current testing structure to make sure it is relevant for the current athlete and judge.
This includes skaters of all levels and abilities as well as for all judges regardless of their
appointment level. We want to provide skater incentives and recognition and create a greater
quality of athlete.
Our current test structure is based on the 6.0 system; our competition structure is based on the
International Judging System (IJS) at (although the 6.0 system is still used for some levels/events).
Coaches, skaters, judges and parents have been asking why we have different judging systems.
With Test Refresh, we want to avoid this confusion and make things consistent and simple for
everyone to understand.
Test Refresh is not IJS. There are no levels on spins or a technical panel. It is not a way to make
tests harder and more competitive. This new system is not trying to get rid of test sessions or test
judges. The goal for “Test Refresh” is to create a system that helps athletes and allows judges to
provide feedback to the athlete in a language that is understandable — as well as to be able to
determine if the athlete is really ready to move on to the next level.
Testing should be a “simple check” where skaters can demonstrate their full understanding of
trained skills. The test should determine if the athlete is ready to move on to the next level or to
meet the minimum requirements to be able to compete at a particular level. The judge should
not be restricted by serious errors on elements when the overall test is passing for that level.
30
ROS 201 - PART 2:

SUMMARY OF THE CHANGES
Early in 2017, the test refresh ballot was sent to the tests, judges, athlete development, athlete
advisory, singles, pairs, dance, synchronized skating and coaches committees. The vote was 144
in favor and 9 opposed.
In May 2017, the U.S. Figure Skating Board of Directors and the Governing Council passed the
appropriate rules moving test refresh forward. There more than 30 pages of ballot items and rule
changes (pages 51-82 from the 2016-17 combined report of action). Don’t panic! Here is a
summary:
• Aligning the test requirements with the Well-Balanced Program (WBP) requirements.
• Providing the option for skaters to submit their IJS protocol from any non-qualifying
competition for test credit.
• Taking the concepts of IJS into our test structure, getting rid of 2 different systems to
evaluate skaters. The change will be using a simplified scale (-3 to +3) where the passing
average is 0 versus and arbitrary passing average using the 6.0 scale.
• Recognize skaters who exceed the minimum test level expectations by adding “Pass with
Honors” and “Pass with Distinction”
• Remove serious/quality errors within the test rules. Judges will be able to exercise their
judgment in what is best for the skater: assessing whether a skater is ready to move on
to the next level versus not being able to pass a test due to an error.
31
ROS 201 - PART 3:

TIMELINE FOR IMPLEMENTATION
• Beginning November 1, 2017:
The test requirements are aligned with the Well-Balanced Program (WBP) requirements.
• Beginning November 1, 2017:

The option for skaters to submit their IJS protocol from any non-qualifying competition
for test credit is provided.
• Beginning September 2, 2018:

By taking the concepts of IJS into our test structure, the use of 2 different systems to
evaluate skaters is eliminated. The change utilizes a simplified scale (-3 to +3) where the
passing average is “0” instead of an arbitrary passing average using the 6.0 scale.

The system recognizes skaters who exceed the minimum test level expectations by adding
“Pass with Honors” and “Pass with Distinction”

Serious/quality errors within the test rules will be removed. Judges will exercise their
judgment with regard to what is best for the skater. The assessment will be made as to
whether a skater is ready to move on to the next level.
32
ROS 201 - PART 4:

ALIGN THE TEST REQUIREMENTS WITH
WELL-BALANCED PROGRAM REQUIREMENTS
(WBP) FOR TESTING
Prior to test refresh, skaters were required to have a test program and a different competition
program. By using the WBP requirements, athletes will only need to train one program. This will
offer skaters and coaches a greater choice of test elements. Although there are still some
required jumps, skaters and coaches can choose the type of jump (and number of rotations) and
spins to include in the program, instead of the necessity to perform a specific element.
For example, on juvenile free skate test skaters were required to perform a single-single jump
combination. A skater can still perform a single-single jump combination in a test program, if
desired. However, if the skater has been working on a competitive program, and she is
consistently landing a double-double jump combination, she can perform the double-double,
eliminating the need to have a different jump combination just for the test session. Instead of
having to perform a mandatory layback spin, she can perform any solo spin. Using the WPB
program requirement for spins means the skater and coach have more flexibility in the spin
choice.
The test requirements have moved to the 4000’s (singles), 5000’s (pairs) and 6000’s (dance)
section of the current U.S. Figure Skating Rulebook. This simplifies the rulebook by placing the
requirements for both the well-balanced programs with the test requirements in one place. Each
level now has a minimum technical requirement that is comparable to the old requirement.
However, the athlete may perform more difficult elements.
Skaters follow the WBP rules for their level while making sure to demonstrate at least the
minimum required. The test requirements are now more flexible; allowing skaters to perform
their competition program as they wish. If a coach prefers the old test rules, a program
performed under those rules would still meet the minimum requirements of the current
structure (i.e. single jumps versus double or higher jumps).
33
For example:
Prior to November 1, 2017, the requirements for an intermediate singles free skating test
included:
• One single Axel

• One double Salchow or double toe loop
• One jump combination consisting of 2 single jumps
• One jump combination consisting of either one single jump and one double jump or 2
double jumps
• One flying spin
• One spin combination
• One step sequence
On the next page are the WBP and test requirements for the intermediate singles free skating
WBP/Test from the 2017-18 Rulebook. The highlighted portions show the changes.
Jumps:
• One single Axel or double Axel*
• One double or triple jump* any type
• One two-jump or three-jump combination including at least one double jump or
one triple jump (added a 3 jump combination option)
Two spins:
Same as competition program requirements
• Removed the mandatory flying spin added the spin in one position to match the WBP
requirement
• Removed the mandatory change of foot making it optional to match the WBP
requirements
34
INTERMEDIATE WELL-BALANCED FREE SKATE 2:40 +/- 10 seconds
PROGRAM Competition: Must contain the following Effective starting

elements in any order. November 1, 2017. Test:
Must follow competition
requirements, in addition
to the minimum
requirements below.
Maximum of six jump elements
JUMPS • One must be an Axel-type jump Six jump elements, which
• All single, double and triple jumps are must include:
permitted. Quadruple jumps are not permitted. • One single Axel or
• No more than two different jumps with 2½ or double Axel*
three revolutions may be repeated. • One double or triple
• If any double or triple jumps, including double jump* any type
Axel, are repeated, at least one attempt must be • One two-jump or three-
part of a jump combination or sequence. If at jump combination
least one of these executions is in a jump including at least one
combination or a jump sequence, both executions double jump or one triple
(of the same double or triple jump) are evaluated jump
in a regular way. If both executions (of the same *Required jumps may be
double or triple jump) are as solo jumps, the performed as solo jumps,
second of these solo jumps will receive 70 or as part of the
percent of its original base value. permitted jump
• No double or triple jump can be included more combinations and
than twice. sequences
• Up to three jump elements may be jump
combinations or jump sequences. • Jump
combinations are limited to two jumps except
that one jump combination may contain three
jumps.
• The number of jumps in a jump sequence is not
limited
Maximum of two spins
SPINS • One must be a spin combination with at least Two spins: Same as
one change of position and a minimum of eight competition program
revolutions requirements
• One must be a spin in one position with a
minimum of five revolutions and no change of
foot
• All spins must be of a different character
35
SPINS • In the spin combination, the change of foot is

CONTINUED optional
• Both spins may have a flying entry
• Each basic position must be held for a minimum
of two revolutions to be counted
• The skaters have freedom to select the kinds of
spins they intend to execute within the spin types
required
Maximum of one step sequence
STEP • Only simple variety (seven turns) and rotation in One step sequence, fully
SEQUENCE each direction covering at least 1/3 of the pattern utilizing the ice surface.
in total for each rotational direction will be Pattern is not restricted.
evaluated for a maximum of Level 2
• Must be visible and identifiable and should be
performed using almost the full ice surface •
Jumps may be included in the step sequence
• Step sequences that are too short and barely
visible cannot be considered as meeting the
requirements of a step sequence, but additional
step sequences connecting the various elements
may be included at the discretion of the skater
• Moves in the field sequences and spiral
sequences are permitted but will not be counted
as elements; instead they will be counted as
transitions and marked as such
• Unless otherwise stated, all elements must Unless otherwise stated,
REMARKS meet the general criteria and basic requirements all elements must meet
in order to be counted (see rule section 4100). the general criteria and
• If an extra jump(s) is executed, only the basic requirements in
individual jump(s) which is not according to the order to be counted (see
requirements will have no value. The jumps are rule section 4100). • Extra
considered in the order of execution. elements may be added
without penalty. • Two
different elements may be
retried, if necessary
36
ROS 201 - PART 5:

IJS PROTOCOL FOR TEST CREDIT
In accordance with rules TR 3.00, 4.01, and 4.02, beginning November 1, 2017, the option is
provided for skaters to submit their IJS protocol from any non-qualifying competition for test
credit. Skaters do not need to “declare” that they are “testing;” they are there to compete. Judges
do not need to be notified that the skater is “testing;” they will be judging the competition as
usual.
This option is available for:

• Juvenile – Senior and Adult Gold Free Skate Tests
• Juvenile – Senior Pair Tests
• Juvenile – Senior Free Dance Tests
In order to be eligible to receive test credit through a non-qualifying competition, the athlete:
• Must have met the prerequisites for that test (moves in the field test, etc.), as of the date of
the competition
• Must “skate up” and compete in the level he/ she wants to earn test credit
Example: A skater wishes to receive credit for the Intermediate FS test by competing in a non-
qualifying competition held December 1. He/she must:
1. Have passed the intermediate moves in the field test prior to December 1
2. Have passed the juvenile free skate test prior to December 1
3. Enter the intermediate free skate portion of the competition
If competing in the qualifying system, the skater may not use a competition between the close
of entries for Regionals/Sectionals and his/ her last qualifying event per rule 2423.
Example: If the skater qualified for the U.S. Figure Skating Championships in juvenile, he/she
would not be eligible to use the December 1 competition for test credit, since his/her qualifying
competitive season as a juvenile would not have ended yet. (A skater that did not advance would
be eligible).
37
• Must have met the minimum scores for (all 3):

o The Technical Element Score (TES),
o The Total Program Component Score (TCS), and
o The Total Segment Score (TSS)
The minimum scores will be determined each year by the singles/pairs/dance committees. The
scores are derived from the ISU Scale of Values for the lowest elements required on the test (is
single jumps versus double jumps as appropriate) as well as using an average of the program
component scores from the lowest placed competitors at the previous Regionals.
These scores will be posted each year as Technical Notification (TN) on the U.S. Figure Skating
website. For the 2017-18 season, the appropriate TN’s are 199 (singles), 200 (pairs) and 205
(dance).
Example: intermediate ladies & men free skate minimum scores are:
Minimum TES: 10.20
Minimum TCS: 18.00
Minimum TSS: 28.20
• Must not have any “no value” elements on their protocol
Each element must receive a score of greater than 0 points. (A no value element will be noted on
the protocol with the symbol “----“in lieu of a GOE or points awarded.
38
Would this intermediate protocol pass the intermediate test?

Example #1: Intermediate Ladies QR Group D / Free Skate Total Total Total
Seg Elm Comp
Place Name Nation Score Score Score Deductions
= + + -
Sally Skater 27.69 11.31 16.88 0.50
Executed Base Panel
# I GOE J1 J2 J3 J4 J5 J6 J7 J8 J9
Elements Value Scores
1 LSp2 1.90 -0.24 0 -1 0 -2 -1 -1 -1 1.66
2 1A 1.10 0.00 0 0 0 0 0 0 0 1.10
3 StSq2 2.60 -0.50 -1 -1 -2 -1 -1 -1 0 2.10
4 2F< < 1.54 x -0.30 -1 -1 -1 -1 -1 -1 -1 1.24
5 2Lz< < 1.65 x -0.90 -3 -3 -3 -3 -3 -3 -3 0.75
6 2S 1.43 x -0.24 -2 -1 -1 -2 -1 -1 -1 1.19
7 1Lz+1Lo+1T 1.65 x 0.00 0 0 0 0 0 0 0 1.65
8 2F<+1T < 1.98 x -0.36 -1 -1 -2 -2 -1 -1 -1 1.62
9 CSp1* * 0.00 0.00 - - - - - - - 0.00
Total elm.
Total BV: 13.85 11.31
score:
Program
Factor
Components
2.2
Skating Skills 1.98 2.25 2.50 2.25 3.00 2.25 3.00 2.45
5
2.7
Performance 0.54 2.25 1.75 2.25 3.00 1.75 2.50 2.30
5
2.5
Composition 0.54 2.50 2.00 2.00 2.75 2.00 2.50 2.30
0
Interpretation of the 2.2
0.54 2.25 1.50 1.75 2.50 1.75 2.25 2.05
Music 5
General Component Total factored comp.

2.0 16.88
Factor: score:
Deductions -0.50
-
Falls:
0.50
REF
Majority deductions J1 J2 J3 J4 J5 J6 J7 J8 J9
In this example, the intermediate skater achieved a TES of 11.31 which meets the minimum requirement
(10.20). Her TCP is 16.88 does not meet the minimum requirement (18.00). Her TSS is 27.69 also does not
meet the minimum requirement (28.20). Also, note that her CSp (camel spin) received no value as noted
by the “----”. Therefore, this protocol could not be used for intermediate test credit.
39
Would this intermediate protocol pass the intermediate test?

Example #2: Intermediate Ladies QR Group D / Free Skate Total Total Total
Seg Elm Comp
Place Name Nation Score Score Score Deductions
= + + -
Amy Axel 46.34 22.14 25.20 1.00
Executed Base Panel
# I GOE J1 J2 J3 J4 J5 J6 J7 J8 J9
Elements Value Scores
1 2Lz+2Lo 3.90 -0.84 -2 -3 -3 -3 -3 -3 -2 3.06
2 1A 1.10 0.12 1 0 1 1 1 0 0 1.22
3 2F 1.90 0.06 0 0 1 1 0 0 0 1.96
4 CCoSp4 3.50 0.20 1 0 1 0 1 0 0 3.70
5 StSq2 2.60 0.50 2 1 2 1 1 0 -1 3.10
6 2S 1.43 x 0.00 0 0 0 1 0 0 0 1.43
7 2Lz+2T 3.74 x -0.90 -3 -3 -3 -3 -3 -3 -2 2.84
8 2F+1T 2.53 x 0.00 0 0 0 0 -1 0 0 2.53
9 FSSp2 2.30 0.00 0 0 0 0 0 0 0 2.30
Total BV: 23.00 Total elm. score: 22.14
Program
Factor
Components
3.2
Skating Skills 1.98 3.75 3.25 3.50 3.75 3.25 3.75 3.50
5
3.2
Performance 0.54 4.00 3.25 3.50 4.00 2.75 3.50 3.50
5
3.2
Composition 0.54 4.00 3.50 3.75 3.75 3.00 3.50 3.55
5
Interpretation of the 3.0
0.54 4.25 3.50 4.00 3.50 3.00 3.25 3.45
Music 0
General Component
2.0 Total factored comp. score: 25.20
Factor:
Deductions -1.00
-
Falls:
1.00
REF
Majority deductions J1 J2 J3 J4 J5 J6 J7 J8 J9
In this example, the intermediate skater achieved a TES of 22.14 which meets the minimum
requirement (10.20). Her TCP is 25.20 meets the minimum requirement (18.00). Her TSS is 46.34
also meets the minimum requirement (28.20). She has no “no value” elements. This protocol
could be used for intermediate test credit.
40
Getting Test Credit
So, now the candidate is eligible, has achieved the minimum scores and wants test credit. What
happens next?
Step 1:
While at the competition, collect copies of the documents below. Take a photo of the documents
for future reference if needed. Ask the competition for a "Test Credit Packet” that includes:
1. A copy of the overall event results that lists all of the skaters, in addition to the names of
the Technical Controller and Event Referee. This is to prove the skater actually skated in
the event.
2. The individual protocol of the athlete
3. The skater's Test Credit Skater Report, generated by the competition accountant. This
has the skater’s name and scores and verifies the athlete achieved a passing result
Step 2:
Skater obtains a written statement from the coach verifying that the above documents are true.
The coach can write his/her own statement or use the sample below. The club is encouraged to
have a pre-printed forms available for coaches to sign. An example of the coach’s form is on the
next page.
41
EXAMPLE:
Deliver a copy of this form (or statement) to the Test Chair of the Home Club of the test
candidate, via the preferred method of the club (i.e., email, upload to a web site, paper, etc.)
Athlete’s Name:
Athlete’s Home Club:
Test Requesting Credit For:
Name of competition:
Date of competition:
Coach’s Name:
Coach’s USFS #:
Coach’s PSA #:
I verify that the athlete listed above is eligible to receive Test Credit through IJS protocol. I have seen the unaltered
and correct scores, which match the protocol the athlete is submitting. I understand that altering a protocol sheet
to meet the test requirement is considered an ethics violation of U.S. Figure Skating and The Professional Skaters
Association.
Coach’s Signature
Date:
42
STEP 3:
Submit these documents to the skater’s home club Test Chair, along with the appropriate
payment, and request that the club record the test through the “Members Only” portal at
www.usfsaonline.org
Each club may request this information in their preferred format. (For example, scan or upload
picture files of the documentation to an online form, or submit paper copies, etc.). The club’s test
chair must obtain copies of documents 1-3 (in Step 1) and a verification form from the skaters
coach.
The test chairs have been trained in uploading these results to the U.S. Figure Skating “Members
Only” website as they would do for tests from a test session.
Please note that the clubs (the club of the competition as well as the club of the skater who is
requesting test credit) may charge a processing fee. The athlete is also required to pay the
appropriate U.S. Figure Skating test fee.
43
ROS 201 - PART 6:

-3 TO +3 EVALUATION SCALE FOR TESTS
Beginning September 2, 2018, judges will evaluate tests using a -3 to +3 system instead of the 6.0
system. Although not IJS, the Grade of Execution (GOE) model from IJS has been incorporated
into the test structure. Feedback from athletes, parents and coaches indicates there is confusion
over the different marking system for tests and different marking systems in competitions.
Test refresh is intended to alleviate confusion by taking the concepts of the IJS/GOE’s into the
test structure. This will introduce the basics of IJS to all levels of skaters. Note, however, that
there will be no program component scores on tests.
In the 6.0 system for free skating (singles and pairs) and free dance tests, there are two marks.
We have expanded that into three marks; all based on GOE’s.
Mark 1: Element Instead of making on a 6.0 scale, all technical elements completed will
Score receive one overall score of -3 to +3.
Mark 2: Skating This will focus on overall skating skills to ensure skaters are developing
Score strong skating skills right from the start. This ties into U.S. Figure Skating
competitive structure where they have made skating skills the most
important program component mark (up to 60% of the total PCS) for
competitive skaters in the Juvenile and Intermediate level. On test,
skaters will achieve Skating Score based on -3 to +3.
Mark 3: Program This is a simplified method to combine the concepts of performance,
Score composition and interpretation (3 of the program component marks in
IJS) into one mark based on -3 to +3.
A similar change was made to Pattern Dance tests. There will also be 3 scores, each based on -3
to +3.
1. Technique
2. Timing
3. Expression
The final change to the test structure will be made to the moves in the field test. Each element
(just as in the 6.0 system) will receive an individual mark, now based on -3 to +3.
44
Until September 1, 2018, the 6.0 system will continue to be used to evaluate tests. This is based
on a mark on a scale from 0.6 in increments of 0.1. For each level, there is a passing average, and
candidates are expected to perform according to the written standards in the rulebook. For
example, the passing average for a juvenile test is 3.0.
When looking at test expectations, “Candidates [for a juvenile moves in the field test] must skate
the correct steps and turns on good edges, with good form, flow, power and preciseness to their
steps”. Currently, when a candidate demonstrates an acceptable mastery of the test
expectations, he/she would receive a passing average, or in this case a 3.0.
One of the primary reasons for changing to the new system is that the language of the scale in
the 6.0 system does not match the expected skating standards throughout the test system. For
example, in the same juvenile moves in the field test above, “good” is reference several times,
however, the passing average of 3.0 is equal to “mediocre” on the 6.0 scale. The scale is based
on the following:
0.0 = Not Skated
1.0 = Very Poor
2.0 = Poor
3.0 = Mediocre
4.0 = Good
5.0 = Very Good
6.0 = Outstanding
The new scoring system for tests (after September 2018), resolves this issue by using “0” as the
passing average for all levels. If the element meets the passing average or standard, the skater
will receive a “0”. If it is more than passing, the judge will indicate this with a positive GOE up to
+3. If it is not passing, the judge will indicate this with a negative GOE up to -3.
Example of current judging: Passing Average for Juvenile =

3.0
2.7 2.8 2.9 3.0 3.1 3.2 3.3
The GOE scale fits this model exactly:
-3 -2 -1 0 +1 +2 +3
The judges should ask themselves:

1. How were the elements?
2. How was the skating?
3. How was the program?
45
How is the test GOE different from a competition GOE?
In competition, each individual technical element receives its own Grade of Execution (GOE)
based on specific criteria. For testing purposes, all technical elements together will receive one
overall GOE. This is similar to the marks given for technical elements in the 6.0 system. Each
element is not given a separate mark. If there is a fall on an element, based on the serious error
rule, this previously could make the entire test not passing. However, with an overall GOE, the
judge has the ability to assess all technical elements as a whole and not base their assessment
on one specific element.
Judges can “average” each element’s GOE into one final mark for the technical elements. Or,
judges can watch the entire test and determine if the athlete is ready to move on to the next
level or meets the minimum requirements to be able to compete at a particular level.
The GOE on a test is also different from a competition score in that there are no component
scores. The current presentation score on test has been divided into two different scores as
mentioned above. The judge will assess each score and determine an overall GOE for that portion
of the test.
The final new part about the changes to the test structure is that skaters can receive recognition
by exceeding the minimum test level expectations by adding “pass with honors” or “pass with
distinction”. This will be achieved for athletes that reach a score set above the passing standard.
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ROS 201 - PART 7: CONCLUSION

“Test Refresh” in an integrated approach to ensure U.S. Figure Skating athletes are developing
strong skating skills from the foundational level of development. Over time, U.S. Figure Skating
has received significant feedback from parents, skaters and coaches about the confusion over
different marking systems for tests and competitions. “Test Refresh” addresses those concerns
with a solution to eliminate confusion and produce better skills in the athletes.
ROS 201: FAQ’S

What about the 28-day waiting period after re-trying a test?
If a skater tests at a test session and does not pass the test, the skater must wait the 28 days
before testing again at a test session. However, the waiting period does not apply for IJS protocol
for test credit program. In addition, if a skater takes a test at a stand-alone test session, and does
not pass, he/ she doesn’t need to wait to enter a competition.
A skater could even receive test credit through IJS protocol the same day they get a “re-try” on a
test at a test session. However, the non-qualifying competitions have entry deadlines to abide
by. Skater should NOT expect a competition to allow a late entry because a skater wants a chance
to test sooner.
Can I submit a protocol from a competition prior to November 1, 2017?

No. The new testing system begins November 1, 2017.
If I achieve the minimum score in a master’s intermediate/novice adult event, can

I receive credit for my standard Intermediate Free Skate test?
No. The event must be the same. A skater will only receive credit for the intermediate free skate
test if they compete and achieve the minimum score in an intermediate free skate competition
event.
Will the minimum scores change?

Each season, the respective discipline committee and test committee will evaluate the scores in
mid-summer. Changes may be made to reflect adjustments in the principles of calculations, scale
of values, component factors or other IJS related scoring. Any changes will be handled via
Technical Notifications and would not take effect until after September 1 of that year.
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Will the officials know if I’m testing?

No. Competitions are competitions and will be judged as such and will not change in any way.
Skaters can decide after-the-fact (within one year; assuming prerequisites are met prior to the
date of the competition) whether or not to submit an IJS protocol for test credit.
Can I use any competition?

Yes. As long as the competition uses IJS, and the skater competes “up” to the level he/ she wants
to pass, there are no restrictions.
Can I use a Compete USA or Test Track event at a competition?

No. The event must be judged using IJS. These events are currently judged with the 6.0 system.
What if I lose my document?

Skaters (or their coaches/parents) are responsible for collecting, saving and retaining their OWN
documents. Most non-qualifying competitions do not keep records after the competition has
ended, as there are no reporting requirements as there are with qualifying competitions. It is
suggested to take a photo of all documents to keep in a file for future reference or necessity.
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ROS 201: ABOUT THE AUTHOR

Lynn Goldman is from Austin, Texas. She grew up skating in Dayton, Ohio and then in Dallas, Texas.
Lynn has passed her 7th figure/free skating test and her bronze dance tests. After graduating from
high school, Lynn toured with Holiday on Ice for several years prior to college.
Lynn attended the University of Texas, earning a Bachelor of Science degree in clinical dietetics and
nutrition. She went on to earn a Master of Science degree at Southwest Texas State University,
majoring in health care education and administration. For 23 years, Lynn worked as a clinical dietitian
and clinical research coordinator at the children’s hospital of Austin, specializing in the care of
children with chronic illness such as diabetes and cystic fibrosis. Currently, Lynn works for
IntegReview IRB, which is an ethical review board, and responsible for reviewing medical,
pharmaceutical and behavioral research studies involving human subjects.
Lynn Goldman is a National Singles/Pairs Judge, a National Singles/Pairs Referee, a National Singles
Technical Controller, a Sectional Pairs Technical Controller and a Gold Dance Test Judge. She is the
immediate past Technical Group Coordinator on the U.S. Figure Skating Board of Directors and former
chair of the Competitions Committee. Lynn is actively locally with the Austin Figure Skating Club. She
has been involved of the Test Refresh project since its inception in 2014 and continues to play an
active role in its launch including the education of officials, coaches, athletes and club test chairs.
- END OF CER ROS 201 COURSE CONTENT -
52
Coaching Philosophy
CER Topic Area: Professional Ethics

CER Course ID: CER ETH 104
Authors:
Carol Shulman; Heidi DeLio Thibert
Reviewed by:
Jaqueline Yarema Brenner
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NOTICE:
exam.
ETH 104: COURSE OBJECTIVE

The course objective for CER ETH 104 is to guide coaches through the National
Standards for Sport Coaches benchmarks for developing a coaching philosophy. At
the completion of the course, coaches will be given information on how to create
a personal coaching philosophy, be able to clearly articulate the significance of an
athlete-centered coaching philosophy, be able to recognize and appreciate the
dynamics of the coach/athlete relationship and understand the importance
professional accountability.
ETH 104: COURSE RESOURCES

Prior to taking the exam, we recommend that you review and have on hand the
following Prior to taking the exam, we recommend that you review and have on
hand the following materials:
• CER ETH 104 Course Content
• PSA Code of Ethics
o https://skatepsa.com/bylaws-ethics#code-of-ethics
• PSA Tenets of Professionalism
o https://skatepsa.com/bylaws-ethics#tenets-of-professionalism
• U.S. Figure Skating Code of Ethics (Official U.S. Figure Skating Rulebook
page 37)
o http://www.usfigureskating.org/content/2018-19%20Rulebook.pdf
• U.S .Figure Skating SafeSport Handbook
o http://www.usfigureskating.org/content/safesport%20handbook.pdf
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ETH 104: COURSE OUTLINE
Part 1— The National Standards for Sport Coaches

Part 2— Introduction
Part 3— The Development Process
Part 4— Coaching Skills
Part 5— The Coach/ Athlete Relationship
Part 6— Process and Outcome
Part 7— Conclusion
Part 9— About the Authors
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ETH 104: PART 1:

THE NATIONAL STANDARDS FOR SPORT COACHES
Role and Purpose of the National Standards
The National Standards for Sport Coaches (NSSC) provide direction for coach educators and
developers, sport administrators, coaches, athletes and their families, and the public regarding
the core responsibilities that coaches should possess along with the supporting task-related
competencies. The standards identify the knowledge and skills to support a quality amateur
sport experience for athletes and provide those working with sport coaches the resources to
develop their coaching staff.
Explanation of the National Standards
This revision of NSSC is organized into seven core responsibilities of coaching to more closely
align with the International Sport Coaching Framework (ICCE, ASOIF, and Leeds Metropolitan
University, 2013). Under each of the core responsibilities are corresponding standards that
identify task-related competencies. Each standard is briefly described providing insight into
knowledge and skills that could be developed to help coaches achieve the competency. Both the
core responsibilities and standards are based on the most recent scientific research in coaching
and the final revision will include a comprehensive list of references and resources.
CER ETH 104 discusses specifically developing a coaching philosophy. This is the very first
Standard listed under Core Responsibilities Area 1: Set Vision, Goals and Standards
Sport coaches establish a clearly defined coaching philosophy and vision for their program.
They develop, implement, and manage the goals for the program, in collaboration with sport
program directors. To meet this responsibility sport coaches:
Standard 1: Develop and enact an athlete-centered coaching philosophy
community and individual athletes
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ETH 104 - PART 2:

INTRODUCTION
There are many different ways to develop your coaching philosophy, but here is one example
from Mark Guthrie, “Coaching Track and Field successfully.” Even though he has written it for his
coaching in another sport, there are many aspects that can be applied to the coaching of figure
skating individual athletes or team athletes like pairs, ice dance and synchronized skating.
“The coaching philosophy you choose is central to how you define your career and how
your team functions in practices and competitive situations. The coaching philosophy is
the foundation of your program; it not only guides you and your staff, but it also sets the
stage for the athletes on your team. It leads them to assume responsibility for their own
actions and decisions, and it encourages them to meet the expectations that affect them
as individual athletes and as an entire team.
As a young coach, you will create a dynamic philosophy that will continue to evolve
throughout your career until such time as you are comfortable and confident with the
way you make decisions for your team. Your coaching philosophy inevitably is shaped by
the experiences you gain working with different athletes in various situations.
Ultimately, your philosophy comprises the values you hold in highest regard and the
ones you are comfortable sharing with and teaching to the athletes that make up your
team. One such value may be that the actions of one individual can affect the entire
team. For example, if one relay member misses one or more practices, the athlete’s
absence can not only negatively affect the remaining three athletes in practice, but it
may also affect the entire team. If the absence causes the relay to drop the baton during
an exchange, the team may therefore lose points in a meet.
Most young people function from an individual perspective as opposed to a group

perspective; this provides a teaching opportunity for the coach. The values that coaches
teach may be few or numerous, but they almost always include such concepts as being
on time, working as a group, accepting responsibility, and being good citizens. In short,
your philosophy is composed of the same values that govern your own life; therefore,
they are easy to teach and easy to use on a daily basis. If you try to become someone
that you are not or if you adopt someone else’s values, you will have a difficult time
representing foreign values in your own actions.
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Perhaps the most significant difference in the philosophy of a track and field coach
versus that of a coach in a more traditional team sport is that in track and field, an
athlete can have measurable, quantitative success individually. These individual
successes have to be viewed in terms of how they affect the total team performance. For
example, you can easily have three or four athletes that are outstanding in one or two
events but still have a losing team result. As a track and field coach, your ability to
orchestrate, or blend, the egos and accomplishments of individual athletes will be an
important ingredient of your philosophy.
Coaches of traditional team sports, on the other hand, usually base their coaching
philosophies on the performance of the athletes functioning as a unit. For example, to be
successful, all eleven players in football must execute their portion of the play correctly.
If one of the eleven athletes fail in his performance, it could directly affect the success of
the whole team.”
- Mark Guthrie, Track and Field Coach
Factors to Consider in Developing Your Coaching Philosophy:

There are some consistent factors that go into creating your own coaching philosophy:
1. Identify and communicate reasons for entering the coaching profession.
2. Develop an athlete-centered coaching philosophy that aligns with the organizational
mission and goals.
3. Communicate the athlete-centered coaching philosophy in verbal and written form to
athletes, parents/guardians, and program staff.
4. Welcome all eligible athletes and implement strategies that encourage the
participation of disadvantaged and disabled athletes.
5. Manage athlete behavior consistent with an athlete-centered coaching philosophy.
6. A coaching philosophy that is well-thought out clarifies many aspects of the coach's
delivery and presents a consistent and positive message to the athletes being coached.
Coaches carry out their roles based on experience, knowledge, values, opinions and
beliefs. With that in mind, anyone who coaches skating needs to take the time to think
through and formalize a personal coaching philosophy.
A coaching philosophy that is well-thought out clarifies many aspects of the coach's delivery and
presents a consistent and positive message to the athletes being coached. Coaches carry out their
roles based on experience, knowledge, values, opinions and beliefs. With that in mind, anyone
who coaches skating needs to take the time to think through and formalize a personal coaching
philosophy.
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ETH 104 - PART 3:

THE DEVELOPMENT PROCESS
The late great Canadian Level 4, high performance cross-country coach, Frank Reynolds,
describes his thoughts on coaching philosophies:
“A coaching philosophy that is well thought through clarifies many

aspects of the coach's delivery and presents a consistent and positive
message to the athletes being coached. One of the strongest benefits
arising from a consistent and sincere approach to coaching is trust. A
strong bond between coach and athlete leads to higher levels of
commitment and athletic performance. With that in mind, it is the
wise coach that takes the time to think through and formalize his or
her personal coaching philosophy”. – Frank Reynolds, Cross-country
In an effort to form or analyze a philosophy of coaching, first know what a coach is. A coach can
be many things to many different people. A coach can be a mentor, a teacher, a role model, and
sometimes, even a friend. In developing a coaching philosophy, the coach should incorporate
safety, ethics, competence and commitment as some key components.
According to the experts in the field of coaching, to develop a formal coaching philosophy, start
by creating from your own perspective a coaching philosophy document that states the positive
goals of:
Developing and improving coaching skills
Establishing and improving coach/athlete relationship
Process and outcome
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ETH 104 - PART 4:

COACHING SKILLS
Identify and Communicate Reasons for Entering the Coaching Profession
This is not only the starting place, but it is possibly the most important step for developing a
coaching philosophy. Coach Reynolds teaches that, to be successful in the coaching field, use
three components to guide you. Those three components adapted to coaching skating might look
like this:
1) Understand yourself as a coach: your strengths, weaknesses, and areas requiring
improvement.
2) Understand what you are up against and the obstacles you may encounter in
coaching.
3) Understand your athletes, their personalities, abilities, goals, and why they are in
skating.
Foundation
Just as with athletes, if coaches do not begin with a solid foundation, everything they build on
top will eventually crumble. Like a house built on solid rock rather than sand, many successful
coaches employ eight bits of wisdom. Developing a coaching philosophy establishes a coach’s
foundation and future.
1. To begin with, all coaches utilize good skills and techniques learned on their own or from
other coaches. It is the baseline where all coaches commence their careers in coaching.
The ability to communicate this foundational knowledge to athletes is paramount.
2. Next, we add to that knowledge with education. The PSA is an excellent resource for
development and networking. A good coach continually learns. It is a lifelong endeavor.
3. A coaching library is a must. Included in that library are books, podcasts, websites, music,
notes from seminars, webinars, and conferences, CD/DVD’s and things learned over time.
The list is endless and includes non-skating material on communication, leadership,
customer service etc., and the accumulation never ends.
4. Good ethics is good business. Safety is foremost. Be sure to incorporate policies into your
coaching philosophy based on the knowledge that athletes often make decisions for
themselves based upon observing you. Never compromise on either of these two
principles.
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5. Problems are always present in any business. For coaches, it can be athletes, parents,
managers, administrators, officials, judges, other coaches, rules, or different techniques.
It is how we learn to overcome these problems and having a clear plan of how to deal
with a difficult person or situation that will determine a coaching philosophy and related
success. It is not about the thunderstorm, it is how we learn to dance in the rain.
6. Another important element in the development of a coaching philosophy is organization.

To be effective, a coach must be organized. Just as coaches set goals for their athletes,
coaches must set goals for themselves. Goals help one to become organized and focused,
and lack of organization makes one ineffective. Disorganized people appear to be “flaky.”
Another part of organization is arranging schedules and keeping to them. This is just as
important at home as it is at the rink. Schedules sometimes change and if a coach must
alter his schedule, it is important - no, it is imperative - that the clients or families are
notified. Do not leave them wondering or they may wander off!
7. Early in a coaching career, it is necessary to understand the art of teaching. That means
understanding human beings, human frailties, and weaknesses. It means sharing in the
joy, being tough when necessary, and never compromising integrity.
8. Good technique is clearly a coaching hallmark, but even more important is the art of
teaching, motivating, inspiring, and being a good role model. This takes time to develop
but improving the art of teaching is equally as important as improving technique. Though
there are many different coaching philosophies, and one may be different from another,
all good philosophies include a positive attitude, appropriate and consistent discipline,
good technique and loads of motivation. Toss in a good dose of fun and enjoy the
athletes!
Basic Staples of a Coaching Philosophy:
• Focusing on things that can be controlled

• Looking for results, not excuses
• Keying in on performance, not winning
• Stressing a winning effort
• Rewarding gradual improvement
• Learning positive lessons from mistakes made (by coach or athlete)
• Offering encouragement to all athletes
• Modeling respect
• Exemplifying good ethics and a safe environment for all
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Self-Assessment
It takes an honest self-assessment to admit to having weaknesses, but of course, everyone has
them. It is best that they do not interfere with good coaching judgment. Emphasizing strengths
will allow one to identify consistent ways to coach that best utilizes those strengths. To determine
what one’s coaching strengths are, ask a few questions: Are you?
• A former athlete, a natural teacher, or dynamic motivator, or efficient communicator?

• Easy going, energetic and dynamic, serious and strict, or outgoing and friendly?
• Perceived by others the same way you perceive yourself?
The opportunity to make a full assessment of strengths and weaknesses and recognizing morals,
values and beliefs, allows one to adjust his or her style of coaching to individual athletes. At the
same time, it is important to answer the questions on why one chose to be a coach, how he or
she communicates and produces as a coach, and what goals or objectives one has as a coach. The
saying is that “Self-knowledge leads to self-confidence,” and one wants to radiate what his or her
values are.
• Am I easy going?
• Energetic?
• Serious and strict?
• Outgoing and friendly?
• How do others perceive me?
• Do I prefer to teach solo or use a team coaching approach?
• Will you focus on the “stars?”
• Will you treat everyone equal in terms of your attention and help?
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Qualities of a Good Coach

What are the qualities of good coaching that one would want to incorporate into a philosophy?
There are many, and here are a few for consideration:
Rules Knowledge
Technical Knowledge
Ethics and Integrity
Experience
Human Development
Communication
Maturity
Organization
Humor
Strategy
Fun
Evaluation
Self-Control
Fairness in Discipline
Motivation and Desire to Improve Open to New Ideas
This list is not exhaustive but most of all, a good coaching philosophy includes developing oneself,
striving to be the best one can be. Never stop learning, never compromise on principles, become
an effective communicator and motivate, motivate, motivate. Take time to enjoy the journey!
The two most important tools for a figure skating coach are communication and the blade.
Obviously, one is verbal, the other technical. No matter how much knowledge one has, if it
cannot be communicated to the student, it is worthless. Beyond the technical skills, it is
mandatory to reach into the athlete’s heart and mind to determine what their values and beliefs
are. Communication is a vital aspect in relationships with athletes. It is very important to talk to
athletes individually to determine what their goals are and why they are participating. A good
coach spends time with each individual athlete to set reasonable goals and a plan to achieve
them.
Not one style works for everyone. What is most important is to be true to oneself, but always
keep an open mind to self-improvement. It is important to be authoritative but never become
authoritarian. It is too severe and no fun at all. Permissiveness creates bad habits, sloppiness,
lack of discipline and disastrous results. Cooperate, but don’t lose focus or compromise principles
because it is the easy way out. Be a good listener.
Coaches are role models and are powerful influences in lives of the athletes. Be firm but not
domineering. Most athletes are young and need guidance along with some independence to
make choices for themselves. They will never all be the same as you and there are no two alike.
As a good coach, one must learn to appreciate differences in personalities and styles. This is
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another whole topic for good coach training, but it bears a brief comment as it does relate to
your coaching philosophy and style.
Establishing Priorities
Establishing priorities is another ingredient to consider in developing a coaching philosophy. How
much time is spent coaching? What additional responsibilities does one have at home or at
another job? How much time do the athletes have to devote to training and competing? What
resources are available, including off-ice training, nutrition, sport psychology and financial help,
if needed? What short-term and long-term goals do both athlete and coach have?
Priorities are a must and once set, they need to be heeded and reviewed. If one has a family at
home, their needs must come first. That does not mean one needs to be home all the time, but
it does include help for day care, transportation, individual interests, making arrangements to
see that household chores are understood, divided, and covered. Only when these bases at home
are covered, can a coaching philosophy be firmly grounded.
Coaches are often accused of having one track minds - skating, skating, skating. Education is
important for athletes and coaches. It can be completed in a public or private school, by home
schooling or on-line but a good coaching philosophy, which is developed with athletes in mind,
does include time for their education and homework as well as for one’s own continuous
education. Remember, never stop learning. It makes life interesting and work fun.
Training and competing comes third. Keeping it in third place is often difficult but the philosophy
that develops a well-rounded athlete and coach is the most successful one.
Often forgotten, is leisure time. Taking time for oneself to see a movie, go to the ballet, visit a
museum, read a book or take a nap is time well spent. Add it to the coaching philosophy and DO
IT! As the old saying goes, no one on their death bed said, “I wish I’d spent more time at work.”
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ETH 104 - PART 5:

THE COACH - ATHLETE RELATIONSHIP
The National Standards state that coaches should Develop an athlete-centered coaching
philosophy that aligns with the organizational mission and goals. Equally as important is to
communicate the athlete-centered coaching philosophy in verbal and written form to athletes,
parents/guardians, and program staff.
A true desire to see each athlete learn and improve his or her skating skills is the key to an
effective coaching career. An athlete-centered approach is achieved when the coach is
committed to using all of his or her knowledge, abilities, and resources to make each athlete
reach their full potential. The focus should be to promote an atmosphere of teamwork, mutual
respect, and commitment that benefits the athlete in the long term.
It is important to understand the perimeters of one’s coaching context.
• How much time do you have to devote to coaching?

• What is your coaching commitment level?
It is necessary to have a good understanding of the age, gender and training level of the athletes
one teaches. Take the time to know the athlete’s background and experience.
• How much time does the athlete have to devote to train and compete?
• What is the level of commitment does the athlete have?
• What are the stages that the developmental clientele currently in?
• What resources are available to help athletes by enhancing and incorporating other
aspects such as sport psychology, nutrition education or sophisticated technique
analysis (i.e. Dartfish, etc.)?
• What are the realistic and agreed-upon, short-term, intermediate and long-term goals
for the athletes?
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Goals and Obstacles
The National Standards state that coaches shall facilitate and reinforce the development of
positive character traits through team policies and procedures. Coaches will teach that winning
is a worthwhile goal of positive sport participation and losing is an opportunity to grow and
improve. Coaches should engage athletes in dialogue and problem solving to promote positive
character development.
During the initial meeting with an athlete and his or her family must address goals for the
relationship. The goals set must be, agreed-upon by all, include short-term, intermediate and
long-term objectives for the training process. This subject is much too vast to delve into deeply
here, but a good beginning to a meeting such as this begins with that verbal and written
statement of the coach’s philosophy. That philosophy sets the tone for all that follows, and it is
the foundation on which the future of the coach and the athlete are built.
Undoubtedly, there may be other restrictions that will affect coaching effectiveness, such as
competition with other sports, school pressures and outside activities, even parental
interference. Knowing what else is out there enables the creation of an annual training program
to the specific needs of the athletes. By understanding the outside influences, one can
incorporate some policies on safety, training habits, and behavior, and can adapt to the fact that
others make decisions that affect both coach and athlete. Relationships with parents can be
stressful, and a clear plan on how to deal with an irate or manipulative parent will minimize or
avoid a reaction that might make matters more difficult. By developing a coaching philosophy to
encompass the coaching environment one is in, he or she can become more effective, productive,
and minimize obstacles and other difficulties. Coaches can seek advice from colleagues, and the
CER curriculum has courses that can assist with strategies for dealing with parents.
Learning Styles
The National Standards advise coaches to welcome all eligible athletes and implement strategies
that encourage the participation of disadvantaged and disable athletes, manage athlete behavior
consistent with an athlete-centered coaching philosophy, and practice respect for diverse
populations.
One theory of learning explains how students take in information primarily in one of three major
styles of learning - auditory, visual and kinesthetic. The auditory learners take in information
primarily by hearing. It is often thought that all they have to do is hear something, and they will
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remember it. The trick here is that they must hear the instruction, and then repeat it, so they
can hear themselves say it.
The visual learners learn best by seeing what is being taught. For example, visual learners can
benefit from watching another athlete, viewing tapes, seeing an illustration or drawing on the
ice. These learners often may not listen well. They get fidgety when the explanation becomes
too long.
The kinesthetic learners need to move to help process information. They can experience
difficulty learning by staying still. They often try out what is being explained even before the
explanation is finished. They are always moving and can disrupt the class because they need to
move to concentrate.
There are many various modalities within these styles which form into complex combinations.
The importance here is to know these styles and know which style best describes an individual
athlete. This will help develop a philosophy, know how to impart information and, more
importantly, how it is received.
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ETH 104 - PART 6:

PROCESS AND OUTCOME
As stated in CER ETH 100 – Professional Ethics, coaches must respect the rights, dignity and worth
of every human being and their ultimate right to self-determination. Specifically, coaches must
treat everyone equitably and sensitively, within the context of their activity and ability, regardless
of gender, ethnic origin, cultural background, sexual orientation, religion or political affiliation.
In 2013 U.S. Figure Skating and PSA customized the SafeSport Handbook template provided by
the USOC for application in figure skating. In the U.S. Figure Skating Safe Sport Handbook, it is a
focus for coaches to be concerned primarily with the well-being, safety, protection and future of
the individual athlete. This document provides clear policies and guidelines for coaches to follow
that are designed to protect the athlete and the coach.
In any coach/athlete relationship, there must be a balance between the development of

performance and the social, emotional, intellectual and physical needs of the individual. A key
element in a coaching relationship is the development of independence. Athletes must be
encouraged and guided to accept responsibility for their own behavior and performance in
training, in competition, and in their domestic, academic or business life.
Coaches are responsible for setting and monitoring the boundaries between a working
relationship and friendship with their athletes. This is particularly important when the athlete or
athlete is a young person. The coach must realize that certain situations or friendly words and
actions could be misinterpreted, not only by the athlete, but also by observers that may be
motivated by jealousy, dislike or mistrust, and could lead to allegations of misconduct or
impropriety.
Where physical contact between coach and athlete is a necessary part of the coaching process,
coaches must ensure that no action on their part could be misconstrued and that policies or
guidelines on this matter provided by U.S. Figure Skating and PSA are followed. All coaches should
download or print the U.S. Figure Skating SafeSport Handbook to read and refer to at:
www.usfigureskating.org/safesport
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Striving for Improvement
The National Standards state that coaches are to apply the rules of the sport in an ethical manner,
and demonstrate and teach respect for officials, parents, guardians, athletes, and opponents.
Having a coaching philosophy that pivots on constantly striving for improvement is a key factor
in coaching success, therefore it directly and indirectly affects improving athletic success at any
level. A coach interested in becoming more effective in order to facilitate better results might ask
this question: “Is there a better way of doing what I am doing?”
By applying this question to all aspects of the coaching philosophy and process, a coach can affect
everything from the learning process and motivation to the outcome, and ultimately the future
of both coach and athlete. Improving coaching skills by continuous learning should be a life-long
pursuit, and this should definitely apply to the coaching philosophy.
The Coach-Athlete-Parent Partnership
The National Standards state that coaches should Provide opportunities for input from the
community regarding positive values taught in the sport program.
To instruct and to motivate athletes, a coach may have to justify what he or she does. The days
of just simply saying, "Well, this is the way we are going to do it," are long gone. A coach should
be able to justify anything associated with his or her process and method to athletes and parents
with an explanation of why something is done the way it is done. This is the premise behind the
PSA Ratings Exams. A coach should be able to state what he or she does to teach a certain skills
and elaborate on why that particular process is used.
The relationship between a coach and an athlete is complex. Some relationships are described
as cooperative and dependent with mutual respect and friendship. Others are described with
words such as "dislike" and "distrust" and charged words such as "power." At the end of the day,
the coach-athlete relationship is at the center of success - both on and off the ice - for both
parties.
As leading sport psychologist Sophia Jowett noted, "The coach-athlete relationship is not an add-
on or a by-product of the coaching process. The coach and the athlete intentionally develop a
relationship, which is characterized by a growing appreciation and respect for each other as
individuals." Successful and fulfilled coaches gravitate towards the idea that it is not an accident
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or a by-product; it is the result of hard work, commitment and a vision for coach and athlete and
teammates working towards mutual goals.
The Journey is the Prize
In the National Standards, it is stated that coaches shall Teach that winning is a worthwhile goal
of positive sport participation and losing is an opportunity to grow and improve, teach the value
of lifetime fitness and wellness throughout the training process, and maybe most importantly,
plan and implement coaching techniques that emphasize the importance of enjoying sport
participation.
How the coach views the results of both training and competition should be a major point of
every coaching philosophy. Not many athletes are realistically “Olympic-bound,” and educating
athletes that it is more important to focus on their process of development and how they
performed in the competition, rather than the results that they achieved, cannot be emphasized
enough.
In a skating competition there can be only one first place. Does that mean everyone else is a
loser? Of course not! Therefore, to build confidence and to see measurable progress, and to learn
positively from mistakes made, coaches should focus on the process and not the outcomes with
athletes. Because the outcomes are obvious, it takes extra effort from the coach, parent and
athlete to see the benefit and results of the process of preparing for the competition.
ETH 104 - PART 7: CONCLUSION

Whether time is taken to design a coaching philosophy or not, all coaches operate under a
coaching philosophy of some kind that is defined by their actions and beliefs. It can happen by
default, or it can happen by a plan that will create a coaching roadmap that is realistic and
rewarding for both coach and athlete in the form of improved performance.
Coaching is all about helping athletes achieve their dreams. It should be done positively,
intelligently and with dedication. The positive coach and role model, following a well-defined
coaching philosophy will be a key ingredient in the success of his or her athletes. For that reason
alone, the development of a formal coaching philosophy statement is an essential first step for
all coaches.
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ETH 104 - ABOUT THE AUTHORS:

Carole Shulman is a U.S. Figure Skating triple Gold Test Medalist, Master Rated Coach and rating
examiner in seven disciplines of skating. She is the former Executive Director of the Professional
Athletes Association having retired in June 2006, after completing 21 years of service. She became
Editor of the PS Magazine in 1984 and authored The Complete Book of Figure Skating, published in
2001. Currently, she is a guest coach conducting skating seminars in the U.S. and around the world.
Heidi DeLio Thibert is a U.S. Figure Skating triple Gold Test Medalist, PSA triple Master-Rated Coach
and ratings examiner. As the PSA Coaching Development Director, Heidi works with the staff at U.S.
Figure Skating on coaching projects. Recipient of the USOC “Doc” Counsilman Sport Science Coach
of the year in 2009, Heidi also serves as the Sport Science Committee Chair and has served as the
National Education Chair for PSA and several committees for U.S. Figure Skating, as well as, the
boards of both U.S. Figure Skating and PSA. Heidi has coached since 1987 and has coached athletes
from the basic skills level to U.S. national and international levels in singles and pairs. Heidi holds a
Paralegal Degree and was a Court Administrator in Timnath, Colorado before working for the PSA.
She is currently serving on the USOC Coaches Code of Conduct working group and the ISU
Development Commission Global Coach Education Plan working group.
- END OF CER ETH 104 COURSE CONTENT -
71
THIS CER MODULE INCLUDES CONTENT FOR -ACP 302; ROS 201; ETH 104; SCI 103
Basic Growth, Development,

and Learning Styles
CER Topic Area: Sport Science
CER Course ID: CER SCI 103
Authors:
Ann Miksch
Reviewed by:
Janet Tremer
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NOTICE:
exam.
SCI 103: COURSE OBJECTIVE

CER SCI 103 Growth and Motor Skills Development is designed as a brief overview to help coaches
understand the different stages of a child’s development and the ways in which they learn.
Coaching is a unique form of teaching, and coaches that see themselves as teachers have the
most to give to a student. Many coaches will coach like their former coach taught them, but not
all children will learn the same way, and coaches need to be able to adapt their coaching to the
needs of each student. As children mature there are cognitive, emotional, and physical
developmental issues that a coach will want to keep in mind, as well as different ways children
learn best. There are numerous books and websites available for coaches that want to further
explore the topics. At the completion of CER SCI 103, coaches should be able to:
• Learning point 1: Recognize that there are sequential stages to development

• Learning point 2: Recognize that brain development and physical development both
contribute to the ability to learn at a given age
• Learning point 3: Recognize three basic learning styles to aid in planning for individual
skater's lessons
SCI 103: COURSE RESOURCES

Prior to taking the exam, we recommend that you review and have on hand the following
materials:
• Course Content of CER SCI 103: Basic Growth, Development, and Learning Styles
• Development Graph
• Bloom's Pyramid in Relation to Skating
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SCI 103: COURSE OUTLINE
Introduction
Part 1 — Motor and Social Skill Development
Part 2 — Jean Piaget's Cognitive Stages of Development
Part 3 — Bloom's Phases of Learning
Part 4 — Adolescence and Physical Development
Part 5 — Learning Styles
Part 6 — Conclusion
About the Author
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SCI 103: INTRODUCTION

Skaters between the ages of the first time they step on the ice to age 18 go through a myriad of
changes, and at different times, and in different ways. We all understand that each skater is a
unique individual, yet we do not always understand why they act the way they do, or why they
are not learning a skill or element. CER SCI 103 - "Basic Growth, Development, and Learning
Styles" is a course designed as a brief overview of the stages of physical growth, acquisition of
skills, social and emotional development, and learning styles.
SCI 103 - PART 1:

MOTOR AND SOCIAL SKILL DEVELOPMENT
No one would expect a child to run before they learn to walk. Learn-to-skate skills are taught in
a progression, building upon a previously learned skill. This is essentially what happens in motor
development. Walking leads to running, which leads to galloping and skipping. Especially when
teaching tots and preschool-aged skaters, be sure the skater falls within the developmental scale
for the skill on dry land before expecting them to do it on a thin blade on the slippery surface of
ice. Most four-year-olds will have balance issues if expected to glide on one foot across the entire
width of the ice.
Motor development centers around two classifications of skills. Small (or fine) motor skills involve
the small muscles. Pinching, coloring, tying laces, and picking up small objects are examples of
small motor skills. Gross (or large) motor skills involve muscle groups such as walking, running,
climbing, skating, and throwing or catching a ball.
2 year olds (Tots)

Two year olds are rapidly evolving bundles of energy. Socially, they enjoy being with other
children, copying their actions and playing chase-type games. Their language skills increase from
about 50 words to more than 250 by the time they turn three. They follow two-step directions
such as “Skate to the line and pick up one duck.”
Physically, they can pick up objects from the floor without tipping over, and squat for long periods
of time while playing with toys. They can walk up the stairs, landing two feet on each step before
going to the next step. If they are not running by their second birthday, they will be shortly
afterward.
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3 year olds (Preschool)

As they turn three children become very verbal bundles of energy. They will have a vocabulary of
up to 500 words and speak in simple sentences. Socially they understand the concept of taking
turns. They may begin to separate from parents and caregivers more easily, but may become
very upset with changes to routine. They can run easily and walk up the stairs, alternating one
foot on each step. They are capable of jumping and landing on two feet.
4 year olds (Preschool)

At four years of age children cooperate with others and enjoy doing new things. They speak more
clearly and in complete sentences. Their memorization skills improve and they are able to answer
simple questions. Physically, their balance is improved and they are able to hop on one foot and
stand on one foot for up to five seconds.
5 year olds (Preschool to Lower elementary school)

At five years of age most children are used to interacting with adults other than parents and
caregivers, as well as playing cooperatively with other children. Many begin kindergarten and
may wrestle with an adjustment period. Their language skills are improving as they gain more
vocabulary. Physically, they may be able to skip, walk backwards touching heel to toe, and
balance on one foot for more than ten seconds.
6 to 8 year olds (Lower elementary school)

During this age range there is a rapid development in mental skills. In school they are expanding
their reading, writing, and spelling abilities. Addition and subtraction lead to multiplication and
division in math. Comprehension of multi-level tasks will continue to increase. Socially they want
to be accepted and involved in friendships and teamwork.
9-11 year olds (Upper elementary school)

Friendships become stronger and more complex. Schoolwork becomes more challenging and
their attention span increases. This is a period of adjustment as they are the “big kids” at school,
but not at the rink, neighborhood, or maybe even at home.
12-14 year olds (Middle School)

Puberty, mood swings, and self-esteem issues can play havoc with the middle school child. They
may become influenced by their peers, creating concerns in fashion and body image. Schoolwork
continues to be increasingly challenging.
14-17 year olds (High School)

At this age children become more interested in the opposite sex and their own sexuality. They
spend more time away from parental supervision and peer pressure may sway their decision-
making process. They should be creating defined work habits, and they may feel an increasing
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concern for their future plans. Some feel pressure from adults and peers and may experience
sadness and depression.
A trend analysis conducted by U.S. Figure Skating after the 2014 Regional Championships showed
the greatest decrease in competitors each year in the previous 12 years happened between the
intermediate and novice ladies. The average age of the intermediate ladies was 13.9 years, and
the average for the novice ladies was 15.2 years. The average was a 56% decrease. During the
same study all the competitors, male and female at all levels, were asked their favorite thing
about skating. Every level overwhelmingly had “accomplishing a new skill” listed as their favorite.
For novice through senior levels the second favorite was “performing to music/expressing
myself.”
No one thing caused the decline but recognizing the development and what is happening in their
“other life” away from the rink may help the coach find a way to keep the skater skating. Theories
include dating, harder school work, regression in skills due to physical changes, realization they
will not be going to the Olympics, boredom, and pressure from non-skating peers to spend more
time with them.
Keep in mind that this age loves learning new skills. If they have passed their Senior Moves in the
Field test and are not a jumper, maybe introducing ice dancing or figures will keep them skating.
Maybe joining Theatre on Ice or a synchronized team will present a new challenge for them. This
may cause them to venture from you to another coach, however, keep in mind that the skater’s
best interest always comes first.
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SCI 103 - PART 2: JEAN PIAGET’S

COGNITIVE STAGES OF DEVELOPMENT
Jean Piaget’s theory of cognitive, or intellectual, development has four stages: sensorimotor,
preoperational, concrete operational, and formal operational. He recognized that some children
may go through the stages at slightly different times than the average ages and may exist in two
stages at the same time. However, he stated development always occurred in the same sequence
and no stage can be skipped.
Sensorimotor Stage – Birth to about 2 years of age
• Learn through sensory exploration and motor movements

o Crawling, touching, putting toys in mouth
• Symbolism
o Begin to understand names and objects go together
o "Where’s Mommy?" Child looks at mother
• Develops object permanence (memory)
o Child understands the toy is still there, even after it is covered by a blanket
• Physical Development/Mobility
o Rolling, crawling, walking, climbing, running
Preoperational Stage - 2 to about 7 years of age
• Language Development
• Struggle with logic
• See things as they are perceived
o Child will choose nickel over dime because it is bigger
o Shown two equal amounts of liquid, then poured into two separate containers.
When asked which has more that the child will choose the one that appears
“fuller”.
• Role play
o Child will use a chair for a car in pretend play
• “Egocentrism” termed by Piaget- unable to take the point of view of another
o When asked to describe an object, will only describe the side they see
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Concrete Operational Stage – 7 to about 11 years of age

• Less egocentric
o Will be able to sense and understand feelings of others
• Begins to realize others have different opinions feelings and thoughts
• Developing logical thought
o Begin to think logically, struggle with abstract or hypothetical concepts
• Understanding reversibility (or awareness) that actions can be reversed
o His dog is a Labrador, a Labrador is a dog, and a dog is an animal
• Conservation
o understand that breaking a candy bar into smaller segments is still the same
amount as when whole
Formal Operational Stage

(begins in adolescence and into adulthood)
• Increase in logic
• See multiple solutions to a problem
Several studies have shown that a percentage of the population does not reach the formal
operational stage and environmental factors play a large role in development. Although widely
recognized, critics include his definition of terms, the ages of the stages, and even his test
subjects.
Piaget largely based his study on his own children’s growth. Because his children were raised with
formal Western education, later studies showed the concrete operational and formal operational
stages rely heavily on formal Western schooling. Overall, experts generally concur that children
think in a fundamentally different way than adults. Keep that in mind if you think your message
is not getting through. It may be that they need to hear it a little differently.
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SCI 103 - PART 3:

BLOOM’S PHASES OF LEARNING
Bloom’s 1985 “phases of learning” model is still widely supported and accepted. It defines three
phases of learning that successful athletes go through: initiation, development and mastery.
The Early Years (Initiation)

1) The ‘early years’ (initiation) phase is characterized by fun, encouragement, exploration,
and freedom, when the individual is drawn into the area. It is during this phase that
successful athletes develop their love for their sport, enjoy immediate rewards for
participating in it, and show a willingness to work. Coaches in the initiation phase are
supportive, caring, nurturing, and make the field of activity enjoyable for the athletes.
The Middle Years (Development)

2) The ‘middle years’ (development) phase is a period of technical mastery, during which
athletes develop sound technique, the habit of performing sport-specific skills with high
levels of accuracy and understanding rules and discipline. Coaches tend to be stricter and
demanding with high standards for accuracy, precision, effort, and accomplishment.
The Later Years (Mastery)

3) Initiation and development phases are followed by a mastery phase, during which time
successful athletes develop their ability to integrate the knowledge and skills they have
acquired, realize the significance of their abilities, and the significance of the sport in their
life.
By this stage, the motivation for learning is all intrinsic and the athletes love the demands
placed on them. The best coaches in the mastery stage are passionately committed to
their field and to their students.
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INITIATION DEVELOPMENT MASTERY

(early years) (middle years) (later years)
Fun Technical mastery Integration of knowledge and

Encouragement Skill skills
Exploration Technique. Individuality
Freedom Understanding rules Insight
Develop a love of sport and discipline Intrinsic motivation
Need immediate rewards A habit of accuracy Realization significant sport in
my life
Bloom’s Phases of Learning Model (1985)
Successful athletes tend to go through each of Bloom’s phases of learning, and the actual
learning always occurs sequentially. Moving into the “Mastery” phase before graduating from
the “Development” phase does not provide the athlete with the proper training or technical
skills to succeed in the next phase.
(PSA Coaches' Guide to Sport Science & Medicine, 2019)
Bloom's has been updated to a pyramid of learning. The pyramid as it relates to skating is
attached to this course.
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SCI 103 - PART 4:

ADOLESCENCE AND PHYSICAL DEVELOPMENT
In trying to discuss adolescence, most adults tend to confuse the terms adolescence and puberty
and use them synonymously. However, puberty refers to the physiological changes involved in the
sexual maturation of a child, as well as other body changes that may occur during this period of
time. Adolescence refers to the stage from puberty to adulthood and includes the psychological
experiences of the child during this period. Adolescence is described as being the teenage years
from thirteen to eighteen years of age; however, puberty decides the onset of adolescence.
Therefore, adolescence occurs in some children as early as nine years of age.
http://www.yale.edu/ynhti/curriculum/units/1991/5/91.05.07.x.html
Girls usually grow rapidly during early puberty, which generally occurs between 10 and 14. Then
growth slows down with the first menstrual period, which most commonly happens sometime
between ages 11 and 14. It can happen as early as age 9 or up to age 15. The growth spurts of
girls peaks around 11.5 years and slows around age 16.
For boys, puberty occurs between 12 and 16 years and the growth spurt after other signs of
puberty have developed. While boys lag behind girls in height in early adolescence, they typically
end up being taller than girls. This happens because after growth starts, boys grow at a faster
rate and for a longer period of time. Boys’ growth spurt peaks around age 13.5 years and slows
around age 18.
Growth in body parts may occur out of proportion with each other. For example, the arms and
legs may grow faster than the rest of the body, leading to the long-limbed gangly look of the pre-
teen. Bone growth increases with the increase in height. Weight gain occurs and almost doubles
during adolescence. Changes occur in body fat composition: boys increase their body fat, and
girls’ body fat shifts to the pelvis, breasts and upper back. The internal organs are increasing in
size as well, with the heart doubling its’ weight.
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"Injury is also of particular concern during growth spurts. Various technical elements
in skating can be highly demanding on bodies of any age. High-impact activity (many
jumps) and hyperflexibility (think Biellmann spins and similar) elements, performed
repeatedly by a developing body, can in the worst of circumstances cause permanent
damage to bones and tissues. Unfortunately, there is no known “magic number” of
reps that is safe for an athlete – while one athlete can do 40 jumps each session with
seeming impunity, another one may see overuse injuries with only 10 or 20; this can
be frustrating to athletes and parents. The limit on these elements is going to be
largely specific to each athlete and also related to the athlete’s diligent use of
recovery practices – fueling, stretching, rest, etc. To decrease the chances of injury
during these periods, young athletes must be instructed on proper technique, monitor
repetitions (with the guidance of coach and trainer), and also have a pre-participation
exam, ideally with a sports doctor, at least annually."
(P.Zapalo/M. Vriner, PS Magazine, Jan/Feb 2016)
Historically the average age of the onset of puberty is becoming younger. A significant minority
of girls may begin signs of puberty by age seven, surprising adults and peers alike. Once a child
looks physically mature, he or she may be assumed to have greater mental and emotional
maturity too, regardless of whether or not this is true.
“When I have a student who is going through these periods, I try to help them
understand what’s going on with their body and make the right changes to their
technique. Maybe I will adjust the curve or the radius of a movement to help them
find something that works better for their body. When they are younger and very
strong and light they may just hurl their body in the air and therefore they are able to
do triple jumps from that. When they get older, they may need to do things more
carefully and more accurately. As they grow they may also lose the feeling of how to
do their jumps and therefore they must learn about this thing called technique and
that they need to trust their technique when the feeling isn’t there anymore.”
(Frank Carroll, PS Magazine, Jan/Feb2016)
The brain reaches 95% of its volume by the age of five years, but it continues to develop
considerably through adolescence and into adulthood. Some of the changes during this time lead
to greater memory and problem-solving abilities. It loses some of its ability to learn new functions
as its efficiency decreases. Skills that are learned during or after adolescence are sometimes more
difficult to acquire than if learned as a young child. Young children are often able to become
fluent speakers of another language, while many adolescents and adults find learning another
language a struggle.
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Changes in the brain during adolescence impact the way adolescents respond to events, making
them more emotional, responsive to stress, and less responsive to rewards. One of the last parts
of the brain to finish developing is the area at the front of the brain, the prefrontal cortex. This
area of the brain is used for planning and anticipating the consequences of actions. Changes in
this part of the brain may parallel the changes in their behaviors.
Because adolescents are still developing these neurological capabilities, they may have trouble
thinking of the long-term impact of their risky behavior on their own. To compensate for the
underdevelopment of the prefrontal cortex, the adolescent brain appears to rely heavily on
another area of the brain, the amygdala, resulting in a tendency to react on instinct and behave
impulsively. (Spear, 2000)
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SCI 103 - PART 5:

LEARNING STYLES
As many as eight learning styles have been designated by
theorists but they all revolve around three basic styles:
auditory, visual, and tactile/kinesthetic. In a very basic
sense learners learn by what they have heard, what they
have seen, or what they have experienced. These do not
follow a formal pattern. Most people will be able to learn
using a bit of each style, but they will gravitate toward a
favored learning style.
Coaches often teach in a way that is comfortable to them. Understand your own learning style
and how you coach. Do you use one way to teach a sit spin or do you incorporate versions that
speak to the auditory learner, visual, or tactile learner? Do you teach it the way your coach taught
it, because you learned it so that way must work, right?
Skaters will not come and announce what type of learner they are; most do not know their type.
You will need to do a little investigating of your own to discover how they learn best. Do a little
of each: giving oral instruction, have them watch a video or two, mold their limbs into the correct
positions. It may not take long until you see that “A-ha!” moment on their face and you will have
an idea what works with that particular student. Keep in mind that one skater will not learn a skill
at the same rate as another, even if they prefer the same learning style.
Auditory learners
Hear it. The auditory learner wants an oral description of what is expected
or to be able to read through the steps. They follow spoken directions well.
Listening to a recording or video that describes the steps of an element would
be appropriate. Auditory learners enjoy music and memorizing lines for a
play and being on stage. They respond well to detailed explanations.
85
Visual (Spatial) Learners
See it. The visual learner will want something demonstrated. Colorful
flowcharts are great for the visual learner to help them envision the steps of
learning an element. They like to take notes and make lists to refer to, so
having a notebook handy rink-side for note-taking is beneficial. Watching
video of a well-done element is also a great tool. Drawing a “map” on the ice
so they can see the direction of the element is helpful. Perhaps some of you
reading this are now saying, “I’m a visual learner!” Or maybe they are a
kinesthetic learner…
Tactile/Kinesthetic Learners
Do it. The tactile/kinesthetic learner through sense of touch, moving, or having their
limbs placed in the proper position. The kinesthetic learner cannot sit still for long
and likes doing things and moving. Sports and dancing come easily to them.
Performers are often kinesthetic learners. Actively writing down the steps of the
element may be helpful. The kinesthetic learners enjoy learning new things.
Auditory
Learner
Hear to learn
Spatial
Kinesthetic Visual
Learner Learner
Move to learn See to learn
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SCI 103 - PART 6:

CONCLUSION
I remember a parent lamenting that she had missed her daughter's first Axel jump. She had spent
almost a year watching each lesson, hoping to see her daughter land the jump. A world-renowned
coach came to town for a seminar, the mother dropped her daughter off, and in one afternoon
the girl was landing Axel after Axel.
It may have just been the day that everything clicked and that might have been the magic day to
land it no matter who the coach. The coach may have said something using different words or
descriptions, she might have traced on the ice, shown a stop-motion video, or manipulated the
skater into the air position she needed. Using the information in this course, if you find a student
is stuck on an element, decide if their cognitive and physical development is ready for the
element, and try another type of learning style. Not everyone will magically "get it" but for some
it might be just what they need to get through the learning curve and attain the skill or element.
As this is a very basic and brief course, for coaches that would like more information on physical
growth, development (social, emotional, or cognitive) and learning styles, there are numerous
books and websites available for coaches that want to further explore the topics.
SCI 103: REFERENCES

• http://www.cdc.gov
• http://www.nlm.nih.gov/medlineplus
• www.cdc.gov
• www.mayoclinic.org
• www.pediatrics.answers.com
• www.psychology.about.com
• www.education .com
• PS Magazine
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SCI 103: ABOUT THE AUTHOR

Ann Miksch holds a Bachelor of Arts Degree in Elementary and Secondary Education from the
University of Iowa, with minors in reading and early childhood education. Formerly the executive
assistant to the PSA Executive Director, Ann is now a paraprofessional in Byron Public Schools in
Rochester, MN.
SCI 103: RESOURCES ARTICLES

https://simplifaster.com/articles/motor-learning-coaches-know-science/
https://www.sports-training-adviser.com/motorlearning.html
https://www.usatf.org/groups/Coaches/library/2008/General%20Session/Podium%20Presenta
tion%20PDF.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3298967/
- END OF CER SCI 103 COURSE CONTENT -
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THE NATIONAL STANDARDS FOR SPORT COACHES

Role and Purpose of the National Standards
The National Standards for Sport Coaches (NSSC) provide direction for coach educators and
developers, sport administrators, coaches, athletes and their families, and the public regarding
the core responsibilities that coaches should possess along with the supporting task-related
competencies. The standards identify the knowledge and skills to support a quality amateur
sport experience for athletes and provide those working with sport coaches the resources to
develop their coaching staff.
Explanation of the National Standards
This revision of NSSC is organized into seven core responsibilities of coaching to more closely
align with the International Sport Coaching Framework (ICCE, ASOIF, and Leeds Metropolitan
University, 2013). Under each of the core responsibilities are corresponding standards that
identify task-related competencies. Each standard is briefly described providing insight into
knowledge and skills that could be developed to help coaches achieve the competency. Both the
core responsibilities and standards are based on the most recent scientific research in coaching
and the final revision will include a comprehensive list of references and resources. This CER
Module specifically address the areas of core responsibilities #1, #2, #3, #4, #5, #6, and #7:
Core Responsibilities Area #1:

Set Vision, Goals, and Standards for Sport Program
Sport coaches establish a clearly defined coaching philosophy and vision for their program.
They develop, implement, and manage the goals for the program, in collaboration with sport
program directors. To meet this responsibility sport coaches:
Standard 1: Develop and enact an athlete-centered coaching philosophy
Standard 2: Use the American Development Model with the intent to develop athletic potential,
enhance physical literacy, and encourage lifelong physical activity
Standard 3: Create a unified vision that corresponds to strategic planning and goal-setting
principles and in alignment with the appropriate stage(s) of a long-term athlete development
model
Standard 4: Align program with national, regional, and local policies and/or needs of the
community and individual athletes
Standard 5: Manage program resources in a responsible manner
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Engage in and Support Ethical Practices
Sport coaches understand the importance of ethical behavior engage in ethical behavior, abide
by codes of conduct affiliated with their sport and coaching context, and teach ethical behavior
in their sport program. To meet this responsibility sport coaches:
Standard 6: Abide by the code of conduct within their coaching context
Standard 7: Model, teach, and reinforce ethical behavior with program participants
Standard 8: Develop an ethical decision-making process based on ethical standards

Build Relationships
Sport coaches develop competencies to effectively communicate, collaborate, educate, and
support all stakeholders associated with the sport program (e.g., athletes, administrators,
assistant coaches, support staff, referees, sport medicine professionals, program supporters,
parents, media). To meet this responsibility the sport coaches:
Standard 9: Acquire and utilize interpersonal and communication skills
Standard 10: Develop competencies to work with a diverse group of individuals
Standard 11: Demonstrate professionalism and leadership with all stakeholders

Create and Maintain a Safe Sport Environment
Sport coaches create an emotionally and physically safe sport environment by following the
practices outlined by sport organizations, coaching science, and state and federal laws. To
meet this responsibility sport coaches:
Standard 12: Create a respectful and safe environment which is free from harassment and abuse
Standard 13: Collaborate with program directors to fulfill all legal responsibilities and risk
management procedures associated with coaching
Standard 14: Identify and mitigate physical, psychological, and sociocultural conditions that
predispose athletes to injuries
Standard 15: Monitor environmental conditions and modify participation as needed to ensure the
health and safety of participants
Standard 16: Reduce potential injuries by instituting safe and proper training principles and
procedures
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Standard 17: Develop awareness of common injuries in sport and provide immediate and
appropriate care within scope of practice
Standard 18: Support the decisions of sports medicine professionals to help athletes have a healthy
return to participation following an injury
Standard 19: Model and encourage nutritional practices that ensure the health and safety of
athletes
Standard 20: Provide accurate information about drugs and supplements to athletes and advocate
for drug-free sport participation

Create a Positive and Inclusive Sport Environment
Sport coaches develop practices to maximize positive outcomes for their athletes by building
season plans that promote physical, psychological, and social benefits for their athletes and
encourage participation in sport. Sport coaches implement strategies to promote participation
of all athletes. To meet this responsibility sport coaches:
Standard 21: Implement a positive and enjoyable sport climate based on best practices for
psychosocial and motivational principles to maximize athlete and team well-being and
performance.
Standard 22: Build inclusive practices into the program for all groups (e.g., race/ethnicity,
gender/gender identity/gender expression, religion, socioeconomic status, sexual orientation,
nationality, etc.) which are aligned with current legal and ethical guidelines.
Standard 23: Understand the importance of including athletes with disabilities in meaningful
participation in established sport programs and consider options for athletes who cannot
participate in traditional sport opportunities
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Conduct Practices and Prepare for Competition
Sport coaches draw upon current coaching science, sport-specific knowledge, and best practices
to conduct quality sport practices, prepare athletes for competition, and effectively manage
contests. This practice can be framed around how coaches plan, teach, assess, and adapt in
practices and competition. To meet this responsibility sport coaches:
PLAN:
Standard 24: Create seasonal and/or annual plans that incorporate developmentally appropriate
progressions for instructing sport-specific skills based on best practices in motor development,
biomechanics, and motor learning
Standard 25: Design appropriate progressions for improving sport-specific physiological systems
throughout all phases of the sport season using essential principles of exercise physiology and
nutritional knowledge
Standard 26: Plan practices to incorporate appropriate competition strategies, tactics, and scouting
information
Standard 27: Incorporate mental skills into practice and competition to enhance performance and
athlete well-being
Standard 28: Create intentional strategies to develop life skills and promote their transfer to other
life domains
Standard 29: Understand components of effective contest management
TEACH:
Standard 30: Know the skills, elements of skill combinations and techniques, competition
strategies and tactics, and the rules associated with the sport being coached
Standard 31: Develop and utilize pedagogical strategies in daily practices
Standard 32: Craft daily practice plans based on sound teaching and learning principles to promote
athlete development and optimize competitive performance
Standard 33: Use appropriate motivational techniques to enhance performance and athlete
engagement during practices and competitions
ASSESS:
Standard 34: Implement appropriate strategies for evaluating athlete training, development, and
performance
Standard 35: Engage athletes in a process of continuous self-assessment and reflection to foster
responsibility for their own learning and development
ADAPT:
Standard 36: Adjust training and competition plans based on athlete needs and assessment
practices
Standard 37: Use strategic decision-making skills to make adjustments, improvements, or change
course throughout a competition
92

Strive for Continuous Improvement
Sport coaches continually improve through self-reflection, mentorship, professional
development, evaluation, and self-care. To meet this responsibility sport coaches:
Standard 38: Regularly engage in self-reflection or peer-reflection to deeply examine situations,
generate potential solutions, and think through those solutions
Standard 39: Develop an evaluation strategy to monitor and improve staff and team performance
Standard 40: Improve coaching effectiveness by seeking to learn the latest information on coaching
through various avenues of coach development
Standard 41: Engage in mentoring and communities of practice to promote a learning culture and
continual improvement
Standard 42: Maintain work-life harmony and practice self-care to manage stress and burnout
References
International Council for Coaching Excellence (ICCE), the Association of Summer Olympic Federations
(ASOIF) and Leeds Metropolitan University (2013). International sport coaching framework. Champaign,
IL: Human Kinetics.
STANDARD 16: REDUCE POTENTIAL INJURIES BY

INSTITUTING SAFE AND PROPER TRAINING
PRINCIPLES AND PROCEDURES. (STANDARDS 5,
6, & 17)
SPORT COACHES IMPLEMENT SAFE TRAINING
PROCEDURES. THEY ENSURE SAFE FACILITIES
AND EQUIPMENT, INSTITUTE SAFE PRACTICE
PROCEDURESAND SUPERVISE ATHLETES DURING
93
THE U.S. FIGURE SKATING SAFESPORT HANDBOOK

With permission from U.S. Figure Skating the following is excerpted from the U.S. Figure Skating SafeSport Handbook (2018)
What is SafeSport?
SafeSport is the Olympic community’s initiative to recognize, reduce and respond to misconduct
in sport. The policies address the following types of abuse and misconduct:
• Sexual Abuse
• Physical Abuse
• Emotional Abuse
• Bullying, Threats and Harassment
• Hazing
• Willfully Tolerating Misconduct
Why SafeSport?
Sport provides athletes with an opportunity to perform – on and off the field. Unfortunately,
sport can also be a high-risk environment for misconduct and abuse. For example, studies
indicate that as many as 1 in 8 athletes will be sexually abused within their sport. Misconduct is
a critical issue in sport, and one which we all need a game plan to prevent.
Who is affected by SafeSport?

We all play a role in reducing misconduct and abuse in sport. SafeSport provides resources for all
members of the sport community – organizations, coaches, parents and athletes – to identify
misconduct, implement ways to reduce it and enact plans to respond to it.
What tools are available from SafeSport?

The SafeSport tools include written materials to help the community prevent misconduct in
sport. For example, this U. S. Figure Skating adapted SafeSport Handbook, provides a starting
place for all member clubs and programs to develop a SafeSport strategy and includes sample
guidelines, forms and documents. The tools also include the SafeSport Training, a video-based
online training for coaches, staff and volunteers that addresses the six types of misconduct and
provides an in-depth look at how to recognize, reduce and respond to child sexual abuse.
94
The U.S. Center for SafeSport

The United States Center for SafeSport opened its doors in March of 2017 as an independent
non-profit organization in Denver, Colorado. Born out of the U.S. Olympic and Paralympic
Movements, the Center is the first of its kind in that it provides both prevention and intervention
services and works to end all types of abuse in sport.
In 2017, Congress signed into law the Protecting Young Victims from Sexual Abuse and Safe
Sport Authorization Act of 2017, which designates the Center to serve as the independent
national safe sport organization, with the responsibility for developing policies and procedures
to prevent the emotional, physical, and sexual abuse of amateur athletes.
An important part of the bill also includes the general requirements for youth-serving amateur
athletic organizations as it also modifies the obligations of amateur athletic organizations, a not-
for-profit corporation, association, or other group organized in the United States that sponsors
or arranges an amateur athletic competition. Additionally, amateur sports organizations, which
participate in an interstate or international amateur athletic competition and whose membership
includes any adult who is in regular contact with an amateur athlete who is a minor, must:
o Comply with the reporting requirements of the Victims of Child Abuse Act
o Establish reasonable procedures to limit one-on-one interactions between an
amateur athlete who is a minor and an adult –
o Offer and provide consistent training to adult members who are in contact with
amateur athletes who are minors
o Prohibit retaliation
The Center’s mandate to educate all sports organizations on protecting young athletes includes
a commitment to helping parents, athletes and coaches recognize potential red flags, and to
inform them about important steps in keeping their young athletes’ participation in sport abuse-
free.
The Center’s Response and Resolution Office will investigate and resolve alleged policy violations of the SafeSport
Code for the U. S. Olympic and Paralympic Movement’s 47-member National Governing Bodies, which includes U. S.
Figure Skating. The focus of the U. S. Center for SafeSport is to provide services in two areas – (1) the administration
of SafeSport Training, and (2) to act as an independent party to investigate and resolve allegations of sexual
misconduct against any person within the jurisdiction of the national governing bodies, including U. S. Figure Skating.
95
Mandatory Reporting:
All individuals, regardless of membership with U.S. Figure Skating, are encouraged to report
suspected SafeSport violations to U.S. Figure Skating.
Covered individuals are required to report suspected child abuse and/or sexual misconduct to
the U.S. Center for SafeSport (or to U.S. Figure Skating) and local law enforcement
How to Report Sexual Misconduct Violations
The U.S. Center for SafeSport handles ALL reports of sexual misconduct on behalf of U.S. Figure
Skating. Make a report to the Center if you have suspicions or have heard allegations of sexual
misconduct such as child sex abuse, non-consensual sexual conduct, sexual harassment or
intimate relationships involving an imbalance of power (i.e., an inappropriate relationship
between a Covered individual and an Athlete, regardless of age).
• Click here: https://cm.maxient.com/reportingform.php?SafeSport&layout_id=0

(or go to safesport.org) to make an online report involving sexual abuse and misconduct
to the U.S. Center for SafeSport.
• You may also call the U.S. Center for SafeSport at: 720.524.5640.
Reports to the U.S. Center for SafeSport may be anonymously. Reports to the U.S. Center for
SafeSport involving U.S. Figure Skating members will be communicated to U.S. Figure Skating.
Upon receipt by U.S. Figure Skating of credible information or allegations of physical or sexual
misconduct involving a minor, U.S. Figure Skating will (unless it has already done so) immediately
report to the proper law enforcement authorities and to the U.S. Center for SafeSport.
Reporting Other SafeSport Violations

All questions or concerns regarding possible SafeSport violations other than sexual misconduct,
such as failure to comply with the policies set forth in the SafeSport Handbook and other
misconduct such as emotional or physical misconduct, bullying, hazing, or harassment should be
made directly to U.S. Figure Skating.
• Click here: https://fs12.formsite.com/USFSAIT/SSReport/index.html (or go to
USFigureSkating.org/SafeSport) to make an online report that does not involve sexual
misconduct or abuse.
• You may also call U.S. Figure Skating at 719.635.5200.
96
Reports to U.S. Figure Skating’s SafeSport Committee may also be made anonymously. U.S. Figure
Skating will use reasonable efforts to maintain anonymity but cannot guarantee that a report will
remain anonymous. Anonymous reporting may make it more challenging for U.S. Figure Skating
to investigate or properly address misconduct or abuse, but U.S. Figure Skating recognizes that it
may be difficult for a reporter to report an allegation otherwise. U.S. Figure Skating strives to
remove barriers to reporting.
Bad-faith Allegations
A report of abuse, misconduct or a policy violation that is malicious, frivolous or make in bad-
faith is prohibited. Such reports will be considered a violation of U.S. Figure Skating SafeSport
Policy and grounds for disciplinary action. Depending on the nature of the allegation, a person
making malicious, frivolous or bad-faith report may also be subject to civil and/or criminal
proceedings.
As a community, we have an opportunity to be part of the SafeSport solution. Start now by

visiting www.safesport.org.
97

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Welcome to U.S. Figure Skating Professional Coach / Choreographer CER Program Module 3.

CER Program Module Content

CER Topic Area: Athlete/ Coach Protection

ACP 302: COURSE OBJECTIVE

ACP 302: COURSE RESOURCES

ACP 302: COURSE OUTLINE

Introduction — Concussion Scenarios

Part 1— What is a Concussion?

Part 2— Concussion Awareness and Recognition

Part 3— Response to a Suspected Concussion

Part 4— Return-To-Play (RTP) Strategies

Part 5— Concussion Prevention and Preparedness

Part 6— Safety First

Part 7— Update: CDC’s New Guidelines for Concussions in Children

Concussion Recognition Tool 5

Facts about Concussion and Brain Injury

Heads Up Concussion in Youth Sports – A Fact Sheet

Sample Return-To-Play Form

References and Further Reading

About the Author and Reviewers

ACP 302: INTRODUCTION

ACP 302: PART 1:

Quoted from: https://www.cdc.gov/traumaticbraininjury/index.html

ACP 302: PART 2:

Eventual mood/mental disturbances, light/noise sensitivity, sleep disturbances, listlessness,

Vestibular balance problems, dizziness, blurred vision

Emotional more emotional than usual, irritable, sadness, nervous/anxious

Cognitive confusion, feeling like in “a fog”, difficulty concentrating, difficulty remembering,

ACP 302: PART 3:

“WHEN IN DOUBT, SIT THEM OUT!”

Coaches should always inform the athlete’s parents of a suspected concussion.

ACP 302: PART 4:

Coaches should cooperate with and support the physician-approved RTP.

A RTP example might look like these progressive steps:

Step 3: Sport specific exercises and stretches

Step 4: Progressive program run-throughs

Step 5: Run program with all elements and choreography

**Note: An understanding of possible signs and symptoms of concussion is necessary for

“Second Impact Syndrome” (SIS)

ACP 302: PART 5:

Advice from the Centers for Disease Control website:

Check with your league, school, or district about concussion policies

During the Season: Practices and Games

Insist that safety comes first

Teach athletes it is not smart to play with a concussion

Prevent long-term problems

Work closely with league or school officials

Keep track of concussion

Review your concussion policy and action plan

ACP 302: PART 6:

3) Always inform the athlete’s parents about any suspected concussion.

8) Encourage communication with the athlete to ensure proper medical-

9) As symptoms decrease, a physician prescribed graduated return-to-play

ACP 302: PART 7:

Key Recommendations from the CDC Pediatric mTBI Guideline

Check your state’s laws

Coaches should always adhere to physician-recommended

ACP 302: REFERENCES AND FURTHER READING

- END OF CER ACP 302 COURSE CONTENT -

CER Topic Area: Rules of Sport

ROS 201: COURSE OBJECTIVE

ROS 201: COURSE RESOURCES

• CER 201 Course Content