Assessing in the STAR 1-5 Program
The following will provide coaches with the guidelines and procedures to assess skaters
throughout the STAR 1-5 program.
Colour Coded: Each discipline has been assigned a colour to assist in easy recognition of
documents and reference.
Skills = Green
Freeskate = Purple
Dance = Blue
Before coaches can conduct assessments in their club/school, an Assessment Procedure must be
determined in conjunction with the Test Chair and fellow coaches. See Test Chair Duties for more
information.
Rational for Coach Assessments:
To enable maximum opportunity for skill progression and development, assessment in the STAR 15 program must be available in a convenient, timely and low cost manner. Coaches will conduct all
assessments from STAR 1-5 in all disciplines.
Coach assessments will enable the following benefits:
-
Clears the pathway for development by removing time and logistic barriers. Skaters will
have access to assessment opportunities as their skill development progresses. Without the
demands of readiness dictated by a pre-set test day calendar, skaters are free to move
through the program at their own rate without obstacles. STAR 1-4 assessments, as well as
most STAR 5 assessments, are designed to be available to the skaters on their regular
session, during their normal time slot. This allows the assessments to be convenient and
does not require additional ice fees or travel costs for external evaluation.
-
Enables equal opportunity to all skaters regardless of geographical location in Canada.
Being able to use the club coach to perform assessments enables all skaters in every region
of Canada the opportunity to be assessed when ready. This eliminates the geographical
advantage or disadvantage, and relying on the availability of officials. During this “Learn to
Train” stage of development, the ability to move through the program when ready is a
critical component to maximizing skill progression in this “golden age of learning”.
-
Allows coaches to be 100% accountable for skater development. Coaches will have total
command over skater development from CanSkate to double jumps. This opportunity is
advantageous in ensuring the quality of skater development is consistently monitored,
nurtured and encouraged.
-
Costs to the skater is reduced. The STAR 1-4 and some of STAR 5 assessments can be taken at
any time during the year on the sessions skaters are currently skating, thus eliminating the need for
clubs to purchase additional ice for test days at this level. Coaches should be using regularly
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scheduled lessons to conduct these assessments to also avoid additional fees to the skater. The
other factors implemented to ensure fees to the skater are reduced include the availability of solo
or shadowing a pattern dance.
Who Can Assess?
All coaches assessing skaters at the STAR 1-5 level of development must complete the STAR 1-5
Assessor Training. Coaches are only able to assess skaters they teach. Coaches may not assess
disciplines they do not teach, nor may they assess skaters in the same discipline who are not
under their direction. Coaches will be expected to work together to ensure complete
understanding of assessment standards and performance quality of skills expected at each stage of
development.
Examples:
Team Coaching (same discipline)
More than one coach teaching the same skater in the same discipline
The coaches must communicate to designate who will assess the skater on a particular day.
The assessor role may rotate between coaches at any time within that discipline.
Skater
Freeskate Coach 1
Freeskate Coach 2
Permission to Assess
Yes
Yes
Team Coaching (different disciplines)
A skater has a different coach for each discipline. Assessment will be provided by the coach
giving instruction in their assigned discipline.
Skater
Freeskate Coach
Dance Coach
Skills Coach
Permission to Assess
Freeskate only
Dance only
Skills only
Group Lessons (same discipline)
There are two groups of skaters in the same discipline with a coach assigned to each group.
The coaches must assess their own skaters from that group. They are not allowed to switch
groups for assessment.
Group 1
Group 1 Coach
Group 2
Permission to Assess
Group 2 Coach
Group 1 only
Group 2 only
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Note to STAR 1-5 Dance Coaches:
When assessing dance, the assessor may not be the partner or shadow for the skater that is being
assessed.
Strategies for dance coaches include:
- Teach skaters to solo the dances
- Teach a PA or more experienced skater to shadow the dance
- Team coach dance with another coach at the club. This will allow one coach to
shadow/partner while the other coach can assess.
Frequently asked questions:
Question
Our club has a HEAD COACH. They are in charge
of organizing all group lessons and scheduling
coaches, but do not teach any groups.
Can they assess all of our skaters?
Our club is close to another club. Can we ask the
coach from our neighbour club to assess our
skaters and we can assess their skaters?
Our club has 2 coaches. Can they assess each
other’s skaters or groups?
Our dance coach wants to partner or shadow
his/her skaters. Can we video the dance and they
can assess it after?
Our dance coach wants to partner or shadow
his/her skaters. Can they ask another dance
coach to come in and assess the skaters?
Answer
No.
The Head Coach would only be allowed to assess
skaters he/she has been assigned to teach. In this
case, they are not teaching any groups.
No.
Coaches are only allowed to assess skaters they
have been assigned to teach.
No.
See answer above.
No.
All assessments must be done in real time.
No.
Coaches are only allowed to assess the skaters
they have been assigned to teach.
ASSESSMENT STANDARDS
For detailed written descriptions of performance standards, please refer to:
Descriptions and Standards: Skills
Descriptions and Standards: Dance
Descriptions and Standards: Freeskate
SYNCHRO: Descriptions and Standards Chart (under development)
STAR 1-5 Assessment Sheets:
Assessment: Skills
Assessment: Dance
Assessment: Freeskate
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STAR 1-5 Assessment Philosophy
STAR 1-5 is an “introduction” to figure skating. Skaters entering the program should be able to
perform all skills in the CanSkate Stages 5 & 6. The sport of figure skating has a strong technical
focus. It takes time for skaters to develop the skills necessary to be proficient at certain
techniques. The STAR 1-5 program is designed to allow skaters to follow the Pathway of
Development and be recognized for achievement at the various stages. A “continuum of
development” has been developed for the STAR 1-5 level skater that fits into the broader pathway
of development for LTAD.
Advanced Stage of
Development
Continuum of Development (to be read right to left)
Moderate Stage of
Early Stage of Development
Development
Skills are confident and fully
acquired.
Technique is still being honed.
Skills are completed. Power is
being introduced.
Concepts are being introduced.
Technique is being taught.
Skills are recognizable and have
room to grow.
When Can Coaches Assess?
As with the CanSkate program, coaches are expected to spend an appropriate amount of time
concentrating on the actual teaching and development of skills before assessingSkaters should
only be assessed when ready. There is no need to rush or push assessment, as coaches may assess
their skaters at any time throughout the training season. There are no limitations to the frequency
of assessments, nor the number of skaters that may be assessed in the STAR 1- 5 Program.
Example:
September to November
Generally, a busy time with skaters returning
after a long break, programs (solos) to be built,
review of learned skills and the introduction of
new skills.
Time spent on skill acquisition, program
development (solos) and performance
readiness
December to March
Generally, skaters are more organized with skills
and program readiness. Work is being done on
performance and skill acquisition.
Coaches may find that this time period is
optimal for assessments as they can be
performed at any frequency in the training
schedule.
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Which Assessments Will Be First?
STAR 1 Skills and Freeskate are designed to be the first assessments skaters will achieve. These
assessments focus on building a strong foundation for skating techniques that will continue to be
developed along the pathway. STAR 1 Dance contains dance steps that require more technical
ability and will most likely take longer to develop.
Progression pathway for the typical skater:
SKILLS
FREESKATE
SKILLS
DANCE
STAR 1
STAR 1
STAR 2
STAR 1
FREESKATE
STAR 2
Elements
DANCE
STAR 2a &
2b
SKILLS
STAR 3
FREESKATE
STAR 2
Program
Assessment order may
vary slightly to
accomdodate the
individual needs of
each skater
The expected performance level of skills at the STAR 1 level, will be “in development” versus
“acquired”. The assessment standards for STAR 1 reflect this philosophy.
As the skaters progress through STAR 2, 3, 4 & 5 they will develop a better understanding of
technique and concepts. Power and speed will be incorporated into their performance and skaters
will be introduced to more complex skills, again allowing skaters to develop the technique over
time. With the new layout of assessments, parents will have a greater understanding of the
skater’s progress, as there are more opportunities to acknowledge advancements in technical and
performance acquisition.
To reflect the skater’s progress on the pathway of development, the term “for the level” is used
repeatedly throughout the STAR 1-5 assessments. “For the level” is the indicator to the coach to be
able to asses the performance of the skater based on where they are located on the pathway.
To assist coaches, “Continuums of Development” have been created for each discipline. These
charts will help identify the level of performance expected at each stage on the pathway.
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Example:
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How will Coaches Assess?
Assessment to Standard
Skaters in STAR 1-5 will be assessed using standards for each element. The following table
describes the correlation between the assessment standards of Gold, Silver and Bronze.
GOLD
Performance exceeds
development standard for the
level
SILVER
Performance is at development
standard for the level
BRONZE
Performance is below
development standard for the
level
The term “For the level” will use both the Continuum of Development, as well as the Assessment
Standards to determine the appropriate performance level for skaters in the STAR 1-5 program.
The chart below shows the 3 stages of development as well as the expected Gold, Silver & Bronze
ratings per level as they advance through the program.
Every skater will go through early, moderate and advance stages of development for each skill and
area of technique. A STAR 1 skater will be at the early stages of development in all areas when
entering this program. The STAR 1 assessment standards will reflect an “early stage” performance
criteria. The performance expectations will increase as the skaters move through the program with
reference to “for the level” indicated on the assessment sheets.
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Example:
A STAR 1 waltz jump at the SILVER level, will be in the early stage of development, yet a STAR 3
waltz loop jump at a SILVER level, will be in the moderate stage of development
ASSESSMENT CRITERIA
Each element will have criteria assigned to it to help the assessment process. The criteria is listed
on the back of the assessment sheet.
Every assessment will have CRITERIA that will be rated Gold, Silver or Bronze. Each element or
segment of the assessment will need to establish an OVERALL ASSESSMENT for each element or
segment based on the criteria rating. Skaters will need to achieve 2 of 3 criteria at Silver or better
to receive a passing assessment for that element.
The criteria will then be rated will be rated Gold, Silver or Bronze based on the performance. An
OVERALL RATING will be established for each criteria. Skaters will need to achieve 2 of 3 criteria at
Silver or better to receive a passing assessment for that element
Detailed definitions of the freeskate criteria can be located in the STAR 1-4 Judge Resource Guide.
To assist coaches, a continuum of development has been established for all criteria and can be
found at the beginning of each discipline’s Descriptions and Standards Chart.
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Example:
Reference Guide for CRITERIA:
Criteria may be used in several disciplines as skating often has components that cross into more
than one area. Below is a quick reference chart to indicate the criteria and how it is used in each
discipline where applicable.
CRITERIA
Edge Quality:
Quality of edge
Technique:
Proper mechanics
demonstrated
SKILLS
Edges: Used to assess the
consistency of the lobe or
curve
Turns: Used to assess the
quality of the 2 second
glide in and out of the
turn.
Elements: Describes the
quality of biomechanics
used to do the actual
element. In skills, this
FREESKATE
Spins: Used to assess the
number of revolutions
performed by the skater
on the correct spinning
edge.
DANCE
Program - Skating Skills:
Used to assess the
biomechanics used for
general skating and turns.
Elements: Used to assess
the biomechanics needed
to perform the dance
steps as well as the
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could be a push, turn,
change of edge, slalom or
series of edges.
Execution:
Describes
characteristics
that contribute to
the overall
performance of
the element.
For elements and
stroking, this is used to
assess the balance,
control, agility and form
the skater displays in
performance. This also
includes stability.
For field moves, this
relates to the balance,
control and edge quality
of the field move.
Power:
Ability to
generate and
maintain speed
Position:
Quality of
position
Used to assess speed and
knee action during the
stroking exercises.
Used to assess the
position performed by the
skater for each field
move.
accuracy of the actual
steps.
Jumps: Used to assess
jump flight qualities
including height, distance,
air position, as well as the
quality of the take-off
edge.
Patterns: Used to assess
the ability to perform the
correct steps using the
proper biomechanics.
Elements: Used to assess
the balance, control and
depth of edge required for
successful performance.
Spins: Used to assess spin
qualities including
centering, speed of
revolutions, exit or
completion of spin and
take off where applicable.
Program - Skating Skills:
See definition used for
stroking in SKILLS.
Program - Skating Skills:
Used to assess speed,
acceleration and knee
action for general skating.
Used to assess the quality
of the position performed
by the skater for each
spin, as well as the
duration of the position.
The count for the duration
cannot start until the
definition of the position
has been achieved.
Duration:
Used to assess the length
Length of position of time skaters hold a field
move or spiral once they
are in the position.
Rotation:
Jumps: Used to assess the
degree of rotation
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Revolutions
completed in the
air
Landing:
Length of edge,
form
Carriage:
Style, form, line
Projection:
Ability to perform
with confidence
Timing:
Ability to match
the timing of the
music
Character:
Ability to reflect
the character of
the music
Quality:
Ability to perform
connecting steps
with ease and
flow
Difficulty:
Construction of
transitions within
the program
executed in air by the
skater.
Jumps: Used to assess the
quality of the landing
position and the ability to
maintain control for a
duration of time.
Program - Performance:
Used to assess the general
body carriage or posture
by the skater.
Program - Performance:
(program): Used to assess
how the skater performs
their movements.
Program - Interpretation:
Used to determine how
the skater is able to match
or highlight the music.
Elements and Patterns:
Used to assess the skater’s
style, body lines and
posture. This includes leg
extension.
Patterns: Used to assess
the ability of the skater to
recognize and match their
steps with the timing of
the music.
Program - Interpretation:
Used to determine how
the skater is able to
identify with the character
or theme of the music
Program - Transitions:
Used to assess how the
skater is able to transition
from one element to
another with ease and
maintenance of speed.
Program - Transitions:
Used to asses the level of
development used for
linking elements.
The program component assessment criteria will increase as the skaters progress through the
levels. The rationale for this is to ensure the priority is placed on the performance and growth of
the skill acquisition during this “golden age of learning”.
The progression of program component assessment criteria in STAR 1-5.
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Skating Skills
Performance/
Execution
Interpretation
STAR 2
X
X
STAR 3
X
X
X
STAR 4
X
X
X
STAR 5
X
X
X
Transitions
Choreography
X
Mandatory Criteria or Non-Negotiables
Mandatory Criteria:
Starting at STAR 2, there will be some criteria that is bolded and asterisked (*). This indicates that
this criterion is mandatory for the skater to complete at Silver or better, to achieve an overall
passing grade for that element.
STAR 1 does not have any mandatory criteria due to the philosophy that the skaters at this stage
are “in development”. The main focus should be placed on rewarding quality. While in
development, skaters may make mistakes while acquiring strong technique. Rather than ask
skaters to reduce speed, height or power for a “safer” performance, coaches can train the skaters
for maximum performance, knowing that if the skater falls, the element can still receive a passing
grade. Skaters will be expected to execute more control at STAR 2.
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Mandatory Areas:
Some assessment sheets may have areas that need to be marked “successful” in order to receive a
passing grade. These areas appear on pattern dances as well as Freeskate Programs.
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Non-Negotiables:
STAR 4 & 5 Freeskate Element assessment sheets contain a box in the criteria area that indicate
certain criteria that, if performed, result in an automatic Bronze rating of the element.
Elements not meeting the definition criteria:
If a skater demonstrates an element that does not meet the definition of the skill, the coach
cannot assess it. This results in an automatic bronze rating for the element.
Example: A spin with less than 3 revs in total.
Terms and Definitions
Determining Individual Assessment Ratings
An overall assessment is determined by the number of ratings given for the criteria, for each
element. To achieve a passing grade, skaters must receive 2 or more ratings at silver or better.
Please note: If criteria are indicated as mandatory, the overall rating for this element may not
exceed the rating given to the mandatory criteria.
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Examples:
Criteria rating: 2 of 3 at Silver or higher
Mandatory criteria rated bronze
Criteria rating: 2 of 3 at Silver
Criteria rating: 2 of 3 at Bronze
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Determining the OVERAL ASSESSMENT results
To achieve a PASS, the skaters will need to meet the required number of Silver (or higher)
assessments indicated at the bottom of the assessment sheet. To achieve a PASS with HONOURS a
skater will need to achieve the required number of Gold assessments indicated.
CALCULATING RESULTS:
Coaches will total the overall ratings for EACH element or segment. Record the total number of
overall Gold, Silver or Bronze elements at the bottom of the sheet. Determine the result by
matching the totals in the Gold and Silver tally boxes with the requirement to pass the assessment.
Conducting an Assessment – Logistics and Formats
When conducting an assessment please ensure the following:
- An assessment procedure has been set up with the Test Chair
- All assessment fees have been paid
- All paperwork has been filled out and is accessible for the assessment
- Skater is ready for the assessment
STAR 1-5 assessments will increase in formality as the skater progresses along the pathway of
development. There are 3 formats to use when assessing.
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STAR 1 & 2
Introduction Format
These assessments will occur in
the skater’s natural training
environment, during their
regular lesson time. This may
be in group, semi or private
lessons. When additional
skaters are in the lesson, and
are not being assessed, they
can participate in the
assessment as a practice or
simulation.
Practice attire is acceptable for
this type of assessment.
STAR 2, 3 & 4
Transitional Format
To be used for STAR 2 to 4
assessments. These
assessments also occur in the
skater’s natural training
environment, during their
regular lesson time. They may
also be conducted in group,
semi or private lessons. To
increase the formality, only
skaters being assessed will
participate in the assessment.
Coaches will need to schedule
any remaining skaters to join
another group or participate in
a practice activity.
Proper skating attire is
required for this type of
assessment.
STAR 4 & 5
Classic Format
There are 2 assessments in the
STAR 5 level that require this
CLASSIC format. They are STAR
5a Dance, and STAR 5
Freeskate Program. All other
STAR 5 assessments, as well as
the STAR 4 assessments, have
the option of being performed
in either the Transitional or
Classic format. To ensure all
barriers for progression are
removed, continue to offer
assessments for the skaters in
the most convenient way
possible.The Classic format of
assessment describes a
traditional model of tests.
Coaches will stand off the ice
for the assessment to simulate
an external evaluation and
skaters will perform their
assessment on clear ice.
Proper skating attire is required
for this type of assessment.
NOTE: If the arena is exceptionaly cold, please make provisions to allow the skaters to dress
appropriately for the temperature of the arena.
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Assessment strategies for coaches for each format
Strategies & Expectations
Introduction
Transition
Classic
Transition
Classic
If assessing part of the group, allow other skaters to do a
practice assessment
Keep the assessment fun. Lots of smiling. Coaches may
talk to skaters between elements.
Use a lesson or two to do a practice assessment with
skaters
When introducing and teaching the elements to the
skaters, teach the specifics of the Silver & Gold standard.
This will allow the skaters to identify their performance
level during practice and assessment times.
Have a binder available with all paperwork needed for
information and delivery of assessments
Communicate with other coaches to inform them of the
assessments taking place on session
Prepare a place (binder) for the collection of the top
portion of the assessment sheets.
More formal conduct during the assessment. Maintain a
pleasant disposition. Coaches may talk to skaters
between elements.
Communicate with other coaches to see if the ice can be
cleared on session for the assessment (dance pattern or
freeskate program)
Invite an external evaluator to observe the assessments.
This can introduce skaters to the next level of
assessment format.
Example Procedures
Introduction
Identify skaters ready for assessment
Inform the Test Chair and acquire necessary paperwork
needed to inform skaters and record assessment results
Inform parents and skaters with a letter or verbal
update/instructions. Skate Canada Assessment fee must
be collected before the assessment.
Conduct assessment and record performance on the
appropriate Skate Canada Assessment Sheet.
Separate the top of the test sheet for the Test Chair
Give bottom of the sheet to the skater and provide verbal
feedback. Ensure the skater has both sides of the
assessment sheet.
Decide if clear ice needs to be booked, or if assessment
can take place on session with skaters at boards.
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TIP: When assessing in a lesson with more than one skater, coaches may:
-
Have skaters alternate element performances
Allow skaters to warm up or practice their elements while other skaters are being assessed
Set up a circuit with the elements to be assessed. Move around the circuit to view all
performances by all skaters
General Logistics
Complete assessments
- Regardless of level, skaters must perform all of the elements or components required for
an overall result, during the assessment.
Warm up time
- Skaters should be allowed to warm up their elements before being assessed. As most
assessments will be conducted on regular skating sessions, this should not be an issue for
most clubs/schools. There is no “official” warm up times allocated for the STAR 1-5
assessments. Coaches may use their discretion in this area.
Minimum # of Dance Patterns
- All pattern dances in the STAR 1-5 Program require a minimum of 2 patterns to be skated
with the exception of the Swing Dance which requires a minimum of 1 pattern. Coaches
may exceed the number of patterns performed as necessary.
Re-Skates
- Skaters will have the option of re-skating an element if they feel their performance can be
improved or they made a mistake. The number of re-skates allowed per assessment is as
follows:
Number of reSkills
Dance - Elements
Freeskate skaters per
Elements
assessment allowed
STAR 1
2
2
2
STAR 2
2
2
2
STAR 3
1
2
2
STAR 4
2
2
2
STAR 5
1
2
2
The general rule is 2 re-skates per assessment with the exception of STAR 3 & 5 in the Skills
discipline. These assessments only have 3 elements to be assessed.
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Dance Patterns: Skaters are not allowed to “re-skate” a dance pattern. Coaches are able to
continue the music to enable skaters the option of completing another pattern or patterns
of the dance to clarify or correct performance.
Freeskate Programs: Skaters are not allowed to “re-skate” a freeskate program. Coaches
may have the skater perform any elements of the program that were interrupted and not
able to be attempted, due to other skaters on the session. The purpose of this allowance
would then enable the coach to check off any elements not able to be “attempted” in the
program due to circumstances beyond the athlete’s control. This is a mandatory box for a
successful assessment.
Safety on the ice
- During assessments please be aware of the session flow. For busier sessions, coaches may
choose to stand closer to the boards. This will ensure they do not disrupt the skaters on the
ice and/or present a safety hazard.
Interruptions
- Using regular sessions to conduct assessments will increase the chances of skaters
encountering some “interference” when performing. Coaches are asked to use their
discretion and best judgement regarding interference that relates to other skaters on the
ice. Other interruptions could be equipment or facility related. Some scenarios are as
follows:
o Another skater gets in the way of the skater being assessed when performing a
dance. The coach assessor can allow the skater to perform another pattern, or
ignore the interruption if it was minor.
o The skater’s skate lace breaks during the performance. Allow or help the skater find
a solution and resume the assessment.
o The facility experiences a power failure. Evacuate the ice as per the EAP (Emergency
Action Plan) and make arrangements to resume the assessment when safe to do so.
Identifying skaters being assessed
As skaters are skating on regular sessions for assessment, coaches may need to use
strategies to identify the skater being assessed to inform other skaters or coaches on the
ice. This action would increase the opportunity for the skater being assessed to perform
without interruptions.
Strategies include (but not limited to):
- Skaters may wear an article of clothing to identify they are being assessed (arm band, head
band, vest, etc.)
- The coach or music room could announce their name to alert the session the skater is
performing for an assessment
- A bell could be rung before the music is played for a dance or program to indicate skaters
are being assessed.
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Double panel assessments
- Coaches may use a double panel approach for the assessment of pattern dances. This can
be done when there are 2 or more coaches that have skaters ready to be assessed on the
same pattern dance. One skater would start their dance at one end of the ice, while the
other skater at the opposite end. Coaches would watch their respective skaters. Music will
continue until both coaches have decided enough rounds have been performed.
Alternating panel assessments
- Coaches may use an alternating panel approach to maximize ice time during multiple
freeskate program assessments. For example, if Coach A has 2 skaters ready for a program
assessment, and Coach B has 3 skaters ready, they may alternate the skater’s programs to
allow Coach A to make notes and connect with the skater that just performed while the
skater for Coach B is performing their program (and vice versa).
Using a STAR 4 or 5 event to assess a freeskate program
- Coaches have the option of using an event to assess freeskate programs at the STAR 4 & 5
levels only. The event would simulate the Classic Format of assessment available to this
level of development. All assessments performed at events must comply with all
club/school Assessment Procedures agreed upon by the Test Chair.
All STAR 1-5 assessments must be recorded regardless of outcome.
- Skaters will be expected to be prepared to be successful for each assessment however “retrys” may occur due to nerves, stress or illness. All assessments must be paid before the
assessment takes place and must be recorded on the summary sheet.
Using “Shorthand” or Symbols on Assessment Sheets
- Coaches may use a system of symbols or shorthand to record aspects of the skater’s
performance. This will allow the coach to quickly record quality comments and will assist in
determining the criteria rating for each element.
Coaches may also use SHORTHAND and symbols to record aspects of the skater’s performance.
A sample list of short hand symbols can be found in the STAR 1-4 Judge Resource Guide however
coaches may use their own short forms as well.
Coach Assessor Conduct:
When assessing, coaches are expected to act as an assessor only. Coaches may give instructions
pertaining to the assessment and skill order, but may not give corrections or coaching tips to the
skaters during the assessment. When assessing a dance pattern, the assessing coach may not be
the partner or shadow.
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Filling out the Assessment Sheet
Top Portion
Ensure ALL information is filled out correctly. Upon completion of each assessment, the top
portion of the assessment sheet will be given to the club Test Chair. This information will serve as a
record of the assessment. It will be recorded on the summary sheet and saved for future reference
if needed.
Middle Portion
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-
Be sure the date of assessment, the skater’s name and the assessor’s name is filled in and
correct
Assess each element according to rating criteria (see back of sheet for reference)
Establish an overall assessment for each element
Write a comment about the element in comment area located beside the overall rating
Bottom Portion
-
-
Total overall ratings at bottom of sheet to determine
o Pass with Honours,
o Pass, or
o Retry
Fill out Additional Comments section with final feedback. This is sometimes located on the
back of the sheet.
Ensure the result matches the result section the top portion.
Detach top portion from bottom portion. Give bottom portion to skater
FEEDBACK TIPS:
When providing feedback it is important to review the following guidelines:
- Recognize aspects that have been performed well or strong effort.
- Identify areas that need attention or further development.
- Be honest
- Provide encouragement
Samples:
“Good concentration. Continue to work on staying balanced over your foot on the exit edge.”
“Great speed and centering today! Keep working on getting lower into your sit position.”
“Technique is developing nicely. More work is needed on understanding the timing of the
music”
“Wow, great start. Looking forward to seeing the development of more power and height in
the next level!”.
Coaches may also use “Shorthand” or “Symbols” to help them record assessment qualities. A
guide for this type of shorthand can be found in the STAR 1-4 Judge Resource Guide.
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Tips for Successful Assessments
Discipline
Skills,
Freeskate
and Dance
Technique/
Element
Blade Pushes
Figure Form
Field Moves
Skills
Stroking
Patterns
Draw for
Directions
Key Teaching Points
Generally, there are 3 methods when pushing for forward
skating:
Toe Push: Weight and thrust is all on the toe picks. This type of
push is not expected in STAR 1-5.
Flat of the blade push: Weight and thrust is all on the middle of
the blade. Toe does not touch the ice.
This type of push is accepted as a “Blade Push”.
Blade to toe push: Weight and thrust starts on the middle of the
blade and ends with the toe pushing of the ice for a finishing
action. The majority of the push is generated from the blade.
This type of push is accepted as a “Blade Push” as long as the
majority of the push is generated from the blade.
Figure form describes the way in which the skater holds their
body and moves their limbs when executing an element.
Coaches will be able to adjust the order of movements
according to the skater’s needs and technique philosophy of the
coach. The overall carriage of figure form must be maintained
throughout the element. Figure form is often described as a
quiet, controlled movement. Be sure to refer to the video
examples/tutorials, as well as the definition.
Start the count for duration once the skater has established the
definition of the position being executed.
The X & O patterns are designed to allow coaches to continue
the development of basic power generation. Basic crosscuts are
repeated at each level.
In STAR 3, the 2-foot to 1-foot slalom exercise is designed to
encourage the development of power initiated from the blade
and bend of the knee versus from a traditional push. This
philosophy continues in STAR 5 with the quick edge exercise, as
well as adding a transfer of weight to the technique. Developing
the ability to generate speed from the blade without a push is
instrumental in our sport.
Ensure the skater is allowing their upper body to twist and lean
while performing these exercises. This natural movement will
encourage power, rhythm and timing.
NOTE:
STAR 5 may or may not use clear ice for the stroking pattern.
STAR 1 Stroking – Skaters will train starting from both directions,
however will be able to choose their starting direction for the
assessment.
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STAR 2 Forward Circle on Circle – Skaters will train starting from
both directions, however will be able to choose their starting
direction for the assessment. Coaches will indicate which
direction was chosen by placing a checkmark in the direction
boxes on the Assessment Sheet (CW or CCW)
STAR 3 Stroking - Skaters will train starting from both directions,
however will be able to choose their starting direction for the
assessment.
Only 2 elements require a DRAW for direction in SKILLS:
STAR 4 Backward Circle on Circle - Skaters will train starting
from both directions and have to do a DRAW for their starting
direction for the assessment. Coaches will indicate which
direction was chosen by placing a checkmark in the direction
boxes on the Assessment Sheet (CW or CCW)
STAR 5 Stroking 1- Skaters will train starting from both
directions, and have to do a DRAW for their starting direction
for the assessment.
Forward
Progressives
Swing Rolls
Dance
Accuracy on the FA
sections
The progressive technique is very distinctive with the definite
placing of the “progressing foot” and the finishing placement of
the “under push” foot. Skaters must be able to demonstrate
proper progressives in the dance discipline, as a “crosscut”
technique is not acceptable. Be sure skaters know and
understand the difference between a progressive and a
crosscut.
The swing roll technique differs from a forward outside edge
largely by the knee action and free leg extension. Ensure skaters
know the difference in these performance expectations.
Focus Areas or FA’s have been assigned to each pattern dance
to highlight the new technique introduced.
To achieve a successful rating on a designated as a FA , the
skater needs to demonstrate 100% accuracy. This means that
the steps are performed correctly with the proper technique
and blade pushes. Coaches will be looking for the FA to be
performed well on 2 consecutive patterns. Some discretion may
be necessary. Coaches and skaters will need to be familiar with
the expectations for each FA as found in the Descriptions and
Standards .
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Order of Dances
Shadow and/or
Partners
Clear ice needed
Jumps:
2-foot landing or a
touchdown
The difference
between < and <<
Freeskate
Spin Revolutions
Edge quality
Centering
Skaters may be assessed on the dances with in a level in any
order. Example:
STAR 2b- Canasta Tango
STAR 2a – Dutch Waltz
Skaters must complete the dances within a level before moving
to the next level.
Example: STAR 2a & b must be completed before assessing STAR
3a.
When choosing a shadow or partner for your skaters, be sure
that skater understands the timing and pattern of the dance. If
there are issues during the assessment that are a result of the
Shadow or Partner, the coach may have a new shadow or
partner do the dance with the skater. The coach may also ask
the skater to solo the dance.
The only dance in the STAR 1-5 program that requires clear ice is
STAR 5a – Willow Waltz
The difference between a 2 foot landing and touch down is as
follows:
A 2-foot landing occurs when a skater lands with equal or close
to equal weight on both feet.
A touch down occurs when a skater lands on one foot and the
other foot then touches the ice for balance recovery or due to
misalignment. A touch down action is very brief and does not
have weight bearing qualities.
Coaches and skaters will need to fully understand the different
degrees in rotation assessment. Definitions for < (under rotated)
and << (downgraded) are located in the Terms and Definitions.
They are also fully explained in the STAR 1-4 Judge Resource
Guide.
There are 2 key things to keep in mind when assessing and
teaching spins:
1 – Any spin needs to have 3 revolutions in total to meet the
definition of a spin
2 – To identify a “position”, the skater needs to complete a
miniumum of 2 complete rotations in the designated position.
Watching the direction of the spinning foot will be a key skill
when assessing edge quality in spins. Coaches will need to be
able to identify when the blade is spinning on a BO, BI or FI
edge. To achieve a successful rating in this criteria, skaters will
need to perform 2 complete and consecutive rotations on the
proper edge as identified in the Descriptions and Standards.
A center in a spin is established when a skater completes
multiple rotations in the same spot on the ice. This can be easily
identified by examining the spin tracings on the ice, or by
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landmarking where the skater initiates their spin. Training
skaters to identify their center while spinning will be extremely
beneficial.
A common mistake in flying spins occurs when skaters perform
a 3-turn at the end of the take off edge, thus taking off a BI edge
instead of the intended FO edge. Sometimes this will occur
Proper take-off
when a skater’s balance goes to the middle of the blade after
edge in flying spins
hitting the toe on the pivot. Training skaters to take off from the
toe pivot will assist the development of maintaining a FO edge
take off.
Be sure the skaters understand the consequences of performing
Non-negotiable
any of the actions identified in the boxes on the Assessment
boxes
Sheets for STAR 4 & 5 Freeskate Elements.
Programs at the STAR 2 & 3 may be assessed on a regular
session.
Freeskate Program
Programs at the STAR 4 level, may be assessed on a regular
assessment options
session or on clear ice.
Programs at the STAR 5 level must be assessed on clear ice.
All programs require that all elemens in the program be
attempted. This is indicated the Technical Content portion of
the Assessment Sheet.
Technical
requirement for
STAR 5 – Freeskate Program is the only assessment that will
STAR 5 Program
require skaters to demonstrate a technical element.
Skaters at this level must land an axel with a designation of < or
better.
To ensure standardization of performance across the country, before offering any assessments
coaches are expected to:
- Familliarize and fully understand the elements (Descriptions and Standards Charts)
- Be able to recognize the qualities of each criteria (Assessor Guide and Video Library)
- Ensure skater readiness by performing assessment simulations
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