ABOUT
Moose Jaw
Speed Skating
GO FOR IT
GIVE BACK
PLAY FAIR
STAY HEALTHY
GIVE BACK
Play Fair
Play honestly and obey the rules. Winning is only real when competition is fair.
Go For It
Always rise to the challenge and discover how good you can be.
Respect Others
Respect teammates, competitors and officials both on the field and off. Win with dignity and lose with race.
Keep it Fun
Have a good time, keep a positive attitude and contribute to a positive atmosphere.
Stay Healthy
Respect your body. Keep in shape. Avoide unsafe activities.
Give Back
Do something that helps your community.
Skater Development
Science, research and decades of experience all point to the same thing: kids and adults will get active, stay active,
and even reach the greatest heights of sport achievement if they do the right things at the right times.
Long Term Participant and Athlete Development Model has stages.
•Stage 1: Active Start (0-6 years)
•Stage 2: FUNdamentals (girls 6-8, boys 6-9)
•Stage 3: Learning to Train (girls 8-11, boys 9-12)
•Stage 4: Training to Train (girls 11-15, boys 12-16)
•Stage 5: Learning to Compete (females 15-17, males 16-18)
•Stage 6: Training to Compete (females 17-21, males 18-21)
Learn to skate
Children of elementary school age (particularly 3–7 years of age) can learn to skate comparatively easily.
They are also interested and keen to learn. Instruction can take the shape of exploration and experimentation activities aimed at the development of specific skating skills. The coach should de-emphasize elaborate analysis of skills for students, but rather emphasize well-defined practice.
In each learn-to-skate group there will be a great variety of abilities, from the child who has never been on skates to the one who is playing hockey or has participated in other skating activities.
These individual differences probably will be more noticeable in the skating lesson than in many other activities.
The coach must take into account all such personal differences within the group as well as recognizing the varying stages of development and rates and ways of learning.
