Coach's Comments

Whether your new to the sport or been at it a while, we all have questions from time to time. So you’ve come to the right place. Below you’ll find some Q & A from our great coaches. If you have a question that is not listed here email us and we’ll be happy to refer it on to the coaches and post it for you. And as a parent or skater, you might have some great advice you’d like to share too, so please email us so we can post it on the site too.

Seeking advice from Polar Ice Coaches:  Here are a few new questions!

What do you do to mentally prepare your skaters for competition? How do you handle the "nerves"?

Answers:

There are many different mental techniques for overcoming nervousness and everyone has his or her own idea of what works best. However, not everyone considers the physical aspects of nervousness. From personal experience, I know that getting nervous can greatly affect one’s confidence and ability to focus. What do you do with a skater whose nerves flair up no matter how much mental preparation is done? Experts say that when nerves hit, an athlete will resort to muscle memory and basic technique. This means that the skater will go on “auto-pilot” and skate as he or she has practiced. To take advantage of this, proper technique must be taught and then practiced over and over to effectively develop correct motor programming. These motor programs are the muscles’ automatic responses when performing a task.  If the skater practices how he or she wants to skate in competition, it will help the muscles of his or her body become programmed to perform that way under mental stress. However, this doesn’t happen after only one or two times. It’s estimated that it can take up to 300 repetitions of a skill for it to become automatic. Thus, the more a skater practices performing his or her program and not just going through the motions, the more prepared the body will be to take over (and do a good job) when the mind is busy being nervous. 

-Christina Sparenga

I believe the most important way for me to prepare my skaters for competition is to make sure they are confident!  I strive to make sure my students are technically prepared with their jumps, spins, choreography, and footwork so that they are consistent.  That way when they go into a competition, they are not worrying throughout their program if they are going to land a certain jump or follow through with a fast spin.  If my students are practicing everyday as if it is competition, it tends to push them and elevate their own training.  I truly believe that figure skating is a mental sport as well as physical.  Before my students compete or even during a lesson, I sometimes have my students close their eyes and “visualize” the element they are trying to accomplish.  I want them to imagine how they would look as if they were watching themselves on TV and for them to feel the motion and control of their bodies.  And then of course, visualize the completion of the element.  It has worked for my skaters to gain confidence and believe that they are capable - as long they put their mind to it!

I always tell my skaters that “nerves” will probably never go away, no matter how long

they have competed.  I assure them that having butterflies is okay and perfectly normal; learning how to control it so it doesn’t effect your performance is the hard part!  Taking deep breaths is always key and reminding yourself that all your hard work and dedication will pay off!

-Uyen Nguyen

How do you encourage talented kids to "stick with it" when they are discouraged?

Answers:

     I change the focus and goals for the skater who is discouraged. Usually, it is jumps that are discouraging so I change the focus to Moves in the Field or a new program. The student may also work only on artistic skating for a few competitions. I think it is important to set goals in skating. I may sit down with the skater and talk about their goals and we work together to determine smaller goals to reach in order to attain the "Big One". For example, if the goal is to skate in the Olympics, I explain all of the little things that have to be done first! The skater has to start with regional competitions so we need to focus on tesing to get ready. Then the focus changes from the Olympics to taking tests and moving up. 

     The goals may be different for each skater and each skater has different strengths. Goal setting needs to be individualualized and re- evaluated throughout the year. Once a goal is attained, a skater becomes more confident andwill then be ready to tackle whatever skill caused them to be discouraged in the beginning! I help them to know that it is normal to have ups and downs in skating as well as plateaus to overcome. If skaters accept that this is normal, they will probably feel betterabout thier progress.

-Tammy Jimenez

How do you teach your students to use time wisely when they do not have a lesson during freestyle sessions?

Answers:

"I would say to young skaters, when you are not in a lesson put your music in line as soon as you get on the ice after you put your sticker  in the book, of course! Then I would recommend a stroking routine followed by their moves in the field and then some stretching. After this the skater should do spins for a good 15 minutes (at least) and then jumps, programs, and any new elements they are learning. This should keep a skater busy for 2 sessions if they do everything. Also I would recommend skaters keep away from the wall, try to keep moving! When running programs, do them as if they were being performed, don't just "mark" a program. Do it all!

A skater will compete as they have practiced. If they miss elements in a program it should be done immediately after. This should be done before a rest; add a couple of laps and then get a drink. My best advice . . . practice the way you want to compete because when you get nervous you will do what you have practiced. Coaches and parents can only give you opportunity, tools, and knowledge; the skater has to do the work."
-- Tammy Jimenez

"Skating has brought so much joy into my life first as a skater and now as a coach. Through out my years of teaching I have learned that in order to create an effective learning environment, it is necessary to know the language of encouragement. This refers to a non-judgmental empathy and caring about how a particular student feels; choosing the words or phrases that he or she finds encouraging. If the student looks more discouraged after what I've said, I try to say something else! When they smile and their eyes light up, I know I am reaching them. Likewise, I too will smile and my own eyes will also brighten up!

Here are some fun words of encouragement to remember: Wow! Great job! Now you've got it! Awesome! Outrageous! Superior! Fantastic! Very much improved! Right on! Outstanding! You're the best! Wonderful! Fabulous! You can do it! Groovy! Good job! Incredible! Impressive! I'm proud of you!  Give me five! Terrific! Cool!"
-- Lisa Rast