What does our trainer say

You cannot currently function as a “close” group, but you can skate “together”. You can't tell the context of the exercise all at once and make it personal. But that bond with the group and with the exercise material is very important to get off the ice again after an hour. You have to mold that into a different form and that takes more time and attention. You should actually tell this to everyone individually or in very small groups. We think you should take that time even if it means less time and less attention to watch someone perform the exercise. We are convinced that if it is clear to students what they have to do, they will experience a great learning effect, especially with you as an instructor who can explain that. Have your students follow the lesson together in small groups and you are, as it were, the “Haarlemmer Oil”.

We have introduced the terms “what do you learn” and “how do you learn that” for the teaching of skating. WHAT is the skating movement and HOW the way in which you as an instructor guide that learning process.

The basis is that we learn something by doing. By a 'do assignment', where the student must focus his/her attention. The assignment is then a proposal in which WHAT to do is central. What will students do to skate better?

For " what do you learn " (is another what) we have indicated 7 principles (mechanical) that a skating technique must meet. Based on these principles, you as an instructor can look at the student and you get a good feeling where you can help someone. We have also linked these principles to the themes so that both you as an instructor, but also the student, have a mechanical context.

Last week we discussed the difference between "what a rider should or can do to improve his skating" (the student experiences that it works, it feels good) and what that looks like. (that's what you see as an instructor and then with the question, you can explain exactly what happened).

It must be clear to the students “what” they have to do. The Do-Assignment must be clear and the exercise form in which the student has to try it must also be clear. If there is uncertainty about this, you as an instructor can provide that clarity. Prepare yourself well for any questions.