Week 12

A possible structure of lessons

 

(always possible to adapt to your group)

  1. A lot of attention to balance, stability
  2. From balance to rhythm, braking
  3. From balance and rhythm to timing(from 7-8)
  4. From balance and rhythm to timing to posture
  5. From posture to rhythm
  6. From rhythm to balance and posture (5-6) and from rhythm to balance/stability bend (7-8 and beyond).
  7. Frequency and rhythm (5-6) and from frequency and rhythm to balance/stability bend (7-8 and beyond).
  8. From rhythm to posture and balance
  9. Start the brakes and.. Sinterklaas week of course
  10. Timing and attitude
  11. Frequency and balance (from 7-8 especially in the bend)
  12. Last lesson before Christmas, diploma skating, closing.

 

5-6

This last lesson some repetitions of last week, time for the diploma skating and then close with 2 skating games.

 

Week 11 5-6 Frequency and Balance
Time order variation training form
1

Repetition

Be the first to put down a pawn lane and let them drive around in circles. When everyone is there, sit together again, you on your knees and ask something about Christmas plans or something.

Then get up again, sit, skate and brakes.

    • Repeat brakes again
    • Sit, lie, roll and get up again
  • Head shoulder knee and toe.
pawn track.

On a closed piece of ice.

2 Rounds (5x) around the pawn track.
  • slide between the pawns on two legs
  • Try on one leg
  • with your hands between your knees
  • with your butt on the ice
  • like an airplane with arms wide.
For a little pawn job.
  • Every variance again 5 rounds
  • What do you do when you fall
  • you can catch up
  • move between the children. Preferably the way they do it.
  • Skate with them, stimulate and feel when enough is enough.
3 Around the pawn lane 5 times per assignment.
  • skating together to the rhythm of a (Christmas) song. Try to skate in time.
  • Alternate with different tempos in the lead.
  • Try especially high frequencies of singing and movement.
For a little pawn job.
  • Every variance again 5 rounds
  • What do you do when you fall
  • you can catch up
  • move between the children. Preferably the way they do it.
  • Skate with them, stimulate and feel when enough is enough.
4 Pause

Preferably the ice on the rubber.

Preferably the ice on the rubber. boarding.
5 Rounds (5x) around the pawn track.
  • Write down time for the diploma
  • .
6 Possibly a large round with always short pieces of skating.

Depending on the time you have.

  • Vary the frequency of movement.
    • Very quick
    • Very slow
  • Let us know (point to) where the skating is taking place and always make sure that you are there first.
  • Pay special attention to the less good skaters
  • Tell what you see and about the rules on the big track.
  • Take your time.
8 End with a game.

E.g. same game as with Pete but now the big bear who guards the pawns.
(preferably with 2 groups together).

1 Instructor has to guard the pawns and falls asleep. The children have to steal the presents and bring them to the other instructor. When the bear wakes up, he can try to tap everyone.

  • See if you can do two shorter games.
On a closed piece of ice.
  • Always get everyone involved. When you're done, you hand in your ribbon, for example, but you continue to participate.
Back to the parents in time to hand out the diplomas.

 

7-8 

This last lesson some repetitions of last week more performance-oriented, time for the diploma skating and then close with 2 skating games.

 

Week 11 7-8 From frequency and rhythm to balance/stability bend
Time order variation training form
1 Be the first to put down a pawn lane and let them drive around in circles. When everyone is there, sit down together again, you get on your knees and ask something about the Christmas holidays, for example.
    • Repeat brakes again
  • A who can……
  • on one leg as long as possible.
    • skating on his heels
    • etc.
pawn track.

On a closed piece of ice.

2 Rounds (5x) around the pawn track.
  • slide on a leg between the pawns (narrow lane of 3 x 2 pawns)
  • with your hands between your knees
  • like an airplane with arms wide.
  • Who can slide furthest on one leg?
For a little pawn job.
  • Every variance again 5 rounds
  • What do you do when you fall
  • you can catch up
  • move between the children. Preferably the way they do it.
  • Skate with them, stimulate and feel when enough is enough.
3 Possibly a large round with always short pieces of skating.
  • Vary the frequency of movement.
    • Very quick
    • Very slow
  • Let us know (point to) where the skating is taking place and always make sure that you are there first.
  • Pay special attention to the less good skaters
  • Tell what you see and about the rules on the big track.
  • Take your time.
4

l

Start practice and competition.
  • Until halfway through the track. Then drive out/brake and back along a narrow lane.
  • First individually then 2 against each other.
  • Always choose a different opponent.
For a little pawn job.
  • You stay at the start and give the go-ahead.
  • Keep it safe and fun.
Short break.
6 Round the pawn track 5x with transfers to the left and to the right. Always 5 x round
  • in rhythm from frequency and rhythm to balance/stability bend left-right-under-over.
  • While you stay small.
  • With hands at the outside of the knees.
For a long pawn track.
  • What do you do when you fall
  • you can catch up
7 Fastest lap for the diploma E.g. start 3 at the same time
  • Start on the outside, keep it safe.
8 Game

Preferably two shorter games.

For example, two tag.
  • They have to adapt direction (eg switching) and frequency to each other
Keep it safe.
  • Play short, keep it fun. Then it will be fun again next week
Return to the parents in time and hand out the diplomas.

 

9-11

This last lesson some repetitions of last week more performance-oriented, time for the diploma skating and then close with 2 skating games.

 

Week 11 9-11 From frequency and rhythm to balance/stability bend
Time order variation training form
1 Be the first to put down a pawn lane and let them drive around in circles. When everyone is there, sit down together again, you get on your knees and ask something about the Christmas holidays, for example.
    • Repeat brakes again
  • A who can……
  • on one leg as long as possible.
    • skating on his heels
    • etc.
pawn track.

On a closed piece of ice.

2 Rounds (5x) around the pawn track.
  • slide on a leg between the pawns (narrow lane of 3 x 2 pawns)
  • with your hands between your knees
  • with arms wide.
  • Who can slide furthest on one leg?
For a little pawn job.
  • Every variance again 5 rounds
  • What do you do when you fall
  • you can catch up
  • move between the children. Preferably the way they do it.
  • Skate with them, stimulate and feel when enough is enough.
3 A big round with as many changes as possible in the bend
  • Have them count and ask how many times they have switched. More is better. (By switching quickly, they better put their skates under them).
  • Start with 1 round/2 turns.
    If possible, 2 laps/4 turns is even better.
4

l

Start practice and competition.
  • Until halfway through the track. Then drive out/brake and back along a narrow lane.
  • First individually then 2 against each other.
  • Always choose a different opponent.
For a little pawn job.
  • You stay at the start and give the go-ahead.
  • Keep it safe and fun.
Short break.
6 Round the pawn track 5x with transfers to the left and to the right. Always 5 x round
  • in rhythm from frequency and rhythm to balance/stability bend left-right-under-over.
  • While you stay small.
  • With hands at the outside of the knees.
For a long pawn track.
  • What do you do when you fall
  • you can catch up
7 Fastest lap for the diploma E.g. start 3 at the same time
  • Start on the outside, keep it safe.
8 Game

Preferably two shorter games.

For example, two tag.
  • They have to adapt direction (eg switching) and frequency to each other
Keep it safe.
  • Play short, keep it fun. Then it will be fun again next week
Return to the parents in time and hand out the diplomas.