A good skating lesson

You're better off skating; to skate.

That is an autonomous process. We can improve and accelerate this autonomous process by teaching/training. The advantage of this is that better and faster skating is often more fun.
We use modern, scientific ways of thinking about learning a movement and give an account of this.

Introduction; Duo sport

In 1990 Duosport started providing skating lessons for recreational users on the Jaap Edenbaan in Amsterdam. The philosophy behind these lessons was that every skater receives the same quality of guidance regardless of the skating level. From 5 years to good skater (competitions), always a good instructor.
To achieve this, we started training instructors from the start. Apart from the fact that “learning to skate” is a process, “better skating lessons” is also a process and a training plan is also a process of getting better and better.
Sticking to these principles has resulted in Duosport currently providing skating instruction on 8 ice rinks and that we have trained many instructors over time who have been or have been associated with us for a long or short time and/or have training and lessons. start teaching at other organizations from youth skating to the world's top.


This means that there is no universal technique that everyone must comply with. Learning to skate better is a process. A process that is different for everyone because every skater is unique. Nor is it a universal process that can be fully planned in advance. We strive for a way of teaching that uses modern methods.

The combination of unique people and appropriate skating technique combined with a non-linear learning process means that learning to skate better also requires a different way of thinking about technique.

We cannot speak of an optimal skating technique (template) that everyone must meet, but of biomechanical principles that a personal technique must meet.

How does the outside world view learning??

Learning by: Being told how to do it, tight, classroom


Learning by; to be invited, to feel/find out for yourself

Individual, bit messy

Ask yourself how you learned to walk?

Probably so.
Was it told exactly how to do it? No, you were tempted to walk to your mother and with that you practiced and learned to walk. You learned a lot of skills that way. Cycling, hopping, hula hooping, jumping rope and so on.

Schema 1 The learning ability.

Every movement we make, especially the skating movement, is extremely complex. We have about 100 mobile joints in our body and about 640 muscles. Not every joint and every muscle has a function in the skating movement, but there are so many that no movement is or can ever be the same and our body therefore has a large form of "self-organization" and from there it moves in a coordinated (functional and effective) way.
Movement is then a form of responding to observations (feeling, seeing, hearing) without always requiring conscious control/processing.

Schema 2 Learning in a broader context.

Learning is also adapting

Movement never happens in a vacuum, but always in an environment. (Learning) exercise is therefore a form of adapting to the environment. To learn how to skate, you have to be able to skate on ice. You make a movement (step on the ice), you receive information about it (via observation) and apply that information again in your movement. The task from this model is; go ice skating on the ice rink.

So why do we often think of explicit learning (being instructed on how to do it exactly) when we think of learning?

In scientific theories about the acquisition of skills, there has been a shift from explicit learning to more implicit learning (being invited by the situation to learn something) for some time now.

It's a new model non-linear learning movements. It combines several contemporary theories of motor learning in a pedagogical model.

By nonlinear learning is meant that there is no direct linear relationship between input and output in motor learning, in contrast to the more traditional approach which we will call linear. Non-linear learning of skills is broader than simply exchanging explicit learning for implicit learning.

Core values of Linear learning of movements

Core Values of Non-Linear Movement Learning 

Linear non-linear
modular versus holistic
explicit versus implicit
learn template versus individual technique implementation
drill/repeat versus variety in offer
teacher determines the learning route versus student determines (co-)the learning route

Schema 3 Differences Linear and Non-Linear Learning.

Motor skills can be learned both linearly and non-linearly. Which forms you choose as an instructor depends on who you are and of course the students. What you do must be appropriate for the purpose. People better, let them skate/sport.

For us, non-linear learning to skate means that we try to teach and train according to “current insights”. Because the practice of learning skills is not black and white, it is important that we as instructors have many different forms and assignments at our disposal to allow the students to skate optimally (a large filled toolbox). Knowing who your student is and adjusting your assignments accordingly is therefore an important part.

So what do these parts mean for us as instructors:

Not only modular, but also holistic:

More holistic means practicing entire movement in an appropriate situation. You can simplify a movement, but you are not going to divide the movement into parts. When the students learn something in this way, they immediately have the feeling that they are actually skating and; why cut everything into parts when it can be applied right away as a whole?

Not only explicitly but also implicitly

Explicit; specify “how” the (partial) movement should be performed exactly as an assignment. implicitly; teach something by telling “what” to do and what the result of your movement should be. Students want to be told explicitly what they are doing wrong. It's up to us to tempt them to do the right thing.

Explicit learning: 

Explicit learning is better in students with strong working memory.

Learning without acquiring knowledge first. The theory then speaks of shapes such as:

Greater resistance to stress and fatigue. Stress/fatigue leads to the reuse of explicit knowledge (de-automation) and after implicit learning there is less knowledge available for reuse so that this cannot be disruptive.

A more individual technique implementation

Trainer has an ideal picture on his retina and the skater is told where his/her technique does not fit in the picture. That picture is leading and not the individual characteristics and preferences of a skater. Sticking to an ideal picture, if it were true at all, means a chance for student frustration if they can't achieve that picture. The question is, how will the student skate better within their own possibilities (physical, time, social, etc.).

Using different variation shapes

To repeat; repeating one part a lot to “grind it in”.

Variety in offer; offer many different forms of movement to cultivate a broad coordinative capacity.

The question here is: Does it already work at the beginning of learning a movement or better when the movement has already been mastered a bit? You can also ask yourself whether you really want to use very strange movements. Variation is also in offering different situations to practice and apply, diversity of assignments with different speeds/frequencies.

Not only the instructor but also the student determines the learning route

Trainer determines the learning route; Trainer determines the lesson and gives the skaters feedback on what they find important.

Skater determines the learning route; The student indicates to the trainer what the learning need is and the instructor/trice adjusts the lesson accordingly.

The theory says: If students have an influence on the lesson, they are therefore more involved in the lessons and therefore learn more and also faster.
The following applies to us: Of course you come up with the lesson and prepare it. If you allow room for the influence of students, your course will improve and you will learn a lot yourself. Letting the student determine the learning route stands or falls with open communication. How did it feel, what did you miss, what did you enjoy last week. Can you adapt assignments for different students? If the student has influence on the learning process, the chance is greatest that a 'safe' & pleasant learning environment is experienced in which the student can discover and learn enthusiastically. Sometimes a single choice can give you a good feeling.

Then of course the immediate question is:

Who are your students?

All students from young to old come to skate better and tastier. We know that getting better at something is a long process. That is why it is important to make and keep students enthusiastic to continue in that process. Furthermore, learning something goes better when you feel comfortable and there is little or no fear and stress. That is why every lesson with us is a pleasant experience that makes them want to come again next time and preferably one more time. What makes that lesson pleasant for students is of course different.

A good skating move

If there is no universal skating technique and everyone should be able to discover and learn their own suitable skating movement, can we say nothing about that skating movement?

If we don't start from a template or ideal picture, we still want to know what fits, what makes that skater skates as well as possible.

That is why we can talk about basic principles / guidelines / laws

And from these starting points we can analyze the skating movement from the two movement-technical circles.

A good skating movement, an analysis

From the linear side, we can divide the skating movement into different parts/phases.

Schema 4 The skating movement divided into different phases / parts

If the assignments in the lessons are only based on this division into parts, we will rather stimulate modular learning (linear): Instructions and demonstrations focused on partial movements (step by step).

If we look further at the skating movement, we can also give the commands from a somewhat deeper layer of movement. We then enter the next circle. The parts of this circle play a role in every part and phase of the skating movement.

Schema 5 Movement technical facets of every movement. 

Commands from this last circle make combinations from the previous circles possible and then you get more non-linear holistic learning: Practicing entire movement in context (So; simplify, but not fragment).

Skating is a physical sport . It appeals to all physical parts of movement.

Schema 6 Physical aspects of exercise

When learning to skate, the aspects will mainly be: stability, agility in power be trained.

Who are they:

Every Duosport instructor is in the process of becoming an even better skating instructor. You get better by gaining experience, practicing, experimenting, gaining information, making mistakes and learning from them. You don't always start the same way as an instructor. For one, that is a number of training courses and walking with an experienced instructor. For others, that means starting to give skating lessons under supervision to a group that suits your area of expertise. From that starting point you will strengthen what you are good at and learn to master what you are still insecure or less adept at. This increases your knowledge and experience and thus your arsenal of skills with which you can make people skate better.





takes place in a learning environment

Inspiration for skating lessons

has a correct layout

has a sporty meaning

is a social activity