Coaching Ice-skaters
Over the past 2 years I have been working with the kids from the RSC ice/skating club in Wiesbaden. It has been really interesting and fulfilling time, split into the summer and winter training. Really I have been finding my own way here, as I have not yet met others who are doing the kind of work that I have decided to do with them. And it has been a great experience so far. I have learned a lot from the kids as I hope they have from me.
There are many similarities to working with dancers in the process but also marked differences. I have also drawn on my experience of working with actors and singers, but also just regular amateurs. The marked difference is in the background and the values in terms of what they are trying to do. There is very little knowledge and awareness of movement outside the direct elements that they are trying to perform and as they are children, the life experience is different to an adult so an awareness of feelings and depth of performance is still in its infancy. So therefore there are two sides I have found important to work on — giving them an understanding for movement and an understanding of performance.
My immediate task in the winter months with the ice-skaters has been to work on their presentation in regards to their routines, to develop their performance quality. What has been explained to me, is that there is an amount of points that (should they complete the elements successfully) everyone gets in their competitions to do with technique, so where they can get an advantage is in the performance aspect, ie. presentation, movement quality, musicality… etc. So this is where I come in.
A lot of the following comments are general and the focus varies from child to child. I am working on the ice with the age groups 8-18 years old.
Often there is such a focus on technique that the children have almost no awareness for performance. When asked about it, It’s quite basic and rudimentary what they explain to me… that they should smile… and have tension/presence in their body. Even when the explicit intent of going through their routine with a focus on performance, instead of jumps and turns is there on occasion they will show some glimpses of presentation, that disappears after a few seconds as the next technical element comes into their mind (and the preparation for it). It’s not unusual to see them straining, as the technical elements are often at the edge of their ability and until they have mastered them (which can take the whole season) there is a sense of being overwhelmed.
Should this be the case, before it is even possible to work on presentation, some awareness exercises are necessary just to pull them back into themselves. Often as simple as getting them to breathe! Or having them open their eyes and with a soft focus take in their surroundings. The exercises bring them back into the present and allow them to be open to even talking about performance
The focus I have on the ice is coaching them one on one about performance/presentation taking about 5-10 mins for each child. It’s enough to get ideas across and give them something to work on for the next week. Because of my time constraints with other classes I teach, I only see them once a week, but I still feel my input is quite valuable. So what are the things I am looking at?
My first instinct is to ask them what the routine is about? Is it a story or a character? Is there feeling that they are trying to express? Is it inspired by the music? There are of course various answers and each individual is different, from the idea behind their routine and how it has developed over the season (as to my surprise, the routines can change quite a bit!). Most often the first response I get is blank… but after some suggestive impulses, ideas start flowing in their minds. It’s a start. It’s the macro or overarching theme that once established and “agreed upon”, can then be filled in with details.
The next part is going through the movements and defining them, fast - slow, strong - soft etc. and at the same time scripting what each movement is about. It is creating an association to each movement so that it has intent and purpose. Sometimes it’s pictures, sometimes it’s feelings, but each movement has an idea or an association. This comes back to the fact that we are always expressing something with our bodies whether we are conscious of it or not! So it is to give each movement no matter how large or small, important or not a clear image and one that fits and makes it look organic.
Something that I have also found quite valuable is looking at the moments when they are still and there is little choreography and to give them a greater presence and focus. While the technical elements can need concentration, the moments where there are more relaxed steps, there is scope to amplify the expression side of their performance.
This all does take time, but it is really worth it! For me watching and not being an expert at ice-skating, there is a huge difference in performance because though the jumps and spins are amazing, I still want to see real people instead of machines performing on the ice.
Then from week to week it is about holding them accountable and reminding them what they are trying to express. This is tough. I liken the performance side to a muscle — if you don’t work it, it won’t develop or get stronger. It’s tough due to the size at hand of processing so much information as well as mastering the technique. And definitely in the beginning, as holding a feeling for a two minute routine where one is thinking about many other aspects takes practice and effort. It needs to be done every time, which is of course not what happens. We often have two steps forward, one step back moments where I sometimes wonder where all the work that I have done with them has gone. But then I also get big surprises, where suddenly situations where I feel I am getting nowhere, blossom to life. It’s part of the challenge and a fulfilling one at that. It’s where I learn and grow with each individual, as the concept of how I work with them stays the same, but the approach and information they need to take the next step forward varies immensely!
There is also a lot to be said for the approach that they take to their routine. In a high performance, competitive sport there is a lot of pressure to improve, develop and deliver. But there is a lot to be said for the kids who have the ability to play with their routines. Yes they are trying to perfect a routine and present the best performance possible, but in training, an approach of trying things out, finding ones own way, consciously varying slightly movements and seriously playing in a relaxed manner does wonders. Effort is needed, but the effort that grows rather than restricts. And an ability to play allows it to be!