What It Means...
 "to promote the sport of figure skating by assisting
individuals to achieve their desired level of competence on the ice"
The sport of figure skating has been the centerpiece of
my life since I was a child. My passion for the sport is an enduring one, and
having the opportunity to make my living by sharing that passion with
others is a dream come true.
While my primary focus has always been competitive
skating, I enjoy teaching both the young, ambitious child and the careful,
yet determined adult. Not everyone aspires to Olympics greatness,
but I take pleasure in the progress and enjoyment of all my
students.
"coach with vigor and
enthusiasm"
It has always been my nature to bring a higher level of energy to the
ice. For me, movement is an integral part of coaching. Not
only do I believe that my students feed off that energy, but there is so
much more I can tell a skater when I am moving with them instead of
shouting from a distant corner.
"providing
instruction and discipline in a constructive manner that ensures an
enjoyable educational experience"
My belief is that the drive to succeed is
born within certain skaters, or that it develops through an overriding
passion for the sport. The simple fact of the matter is that the most
successful skaters are those enjoy the sport most, not those who are
constantly pushed by parents or coaches.
Discipline has its place, and certainly
every coach must know when to push a student to help him past an
apparent physical or emotional barrier. Still, even when a coach has
to be "tough," they must also be constructive and instructive. A
coach must show respect for his or her students, and never insult,
degrade, or publicly humiliate a student. I see coaches every day who substitute anger and volume for
knowledgeable and constructive instruction. That some of them actually
take pride in this ignorant and misguided approach to coaching is sad
and embarrassing to the sport.
Given the time and money involved, some parents may express a
preference for more heavy-handed approach to their child's instruction. Occasionally they ask the coach to
get "tough" or be
"mean" and relentlessly drive the child forward—even
if it means removing all pleasure from the sport. This is invariably counterproductive.
While it may produce short-term results that satisfy a desperate
parent, it inevitably results in long-term disappointment and failure for
the skater.
As long as a skater is providing the effort,
listening, and trying to do the things I am asking of them, there is no
reason for any instructor to be constantly heavy-handed. If I'm pushed too hard to provide the
kind of "instruction" described in the previous paragraph, I will suggest
the parents take their business elsewhere.
"....
and endows the skater with physical
and emotional benefits for a lifetime"
The unfortunate reality is that few skaters will
achieve Olympic greatness or even national prominence. A larger
number, but still a minority, will go on to professional careers either in
touring shows or as coaches. I'm proud to have had students of mine
travel the world with a variety of ice shows, or embark on successful
coaching careers. However, I'm also proud of the many skaters who started on
wobbling feet, their knuckles white as they gripped the rail to hold them
upright, who now have skating as a friend for the rest of their
lives.
"...
Ongoing education in the sport of skating
is a must"
The sport of figure skating is
ever-changing. Twenty years ago, school figures were a required
element to advance, and triple jumps were a rarity rather than the
norm. For this reason, I believe that a good coach must be
constantly learning more, not only about figure skating, but about all the
surrounding disciplines that are so essential to athletic
success.
Fortunately, organizations like the
Professional Skaters Association (PSA), the United States Figure Skating
Association (USFSA), and the Ice Skating Institute (ISI) hold conferences,
seminars, and schools to keep coaches, skaters and judges apprised of the
latest trends and techniques. Still, I never cease to be amazed at
how relatively few coaches take advantage of the
opportunities. If your coach doesn't belong
to the PSA, which includes among its members virtually all of the sport's
elite coaches, ask yourself -- or better yet, ask your coach -- why
not?
"...
to rise above personal pride and politics to
ensure skaters' interests and needs always come first"
Skating is competitive. Skaters
compete with skaters, coaches with other coaches, and sometimes parents
with parents! Frankly, I don't have the time or energy to
participate in the battles I frequently see being waged. It's
not always easy to ignore what people say or do, but over the years I've
found greater peace and success by focusing on doing the right thing for
my students, and putting pride and politics aside.
The Professional Skaters' Association has
both a Code
of Ethics and Tenets
of Professionalism to which its members are supposed to adhere. I
encourage my skaters and their parents to read them as well, if only so
that they understand my business as it relates to them.
"...
success is
measured by the progress of my students, and more importantly by the joy
and satisfaction they discover through the sport of figure skating"
Can't add much to that. 'Nuff Said!!
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