ONESKATING TODAY
SKATING TODAY / TESTS

Understand the path.
See what comes next.

Explore learning programmes and tests across fifteen countries. Read published elements, compare pathways and search the official evidence in one place.

What would you like to explore?

Browse a countryExplore its programmes, levels and collected requirements.From day oneDiscover beginner learning programmes and their stages.Explore a skillFind jumps, spins, turns and dances across countries.Compare two countriesSee documented similarities and differences, not equivalent qualifications.
How to use this

Start with a country, a beginner programme or an element. Open a level to read its collected requirements. Expand programme stages to see the exercises inside.

Try double Axel or three turn in the search box. Results show available definitions and matching evidence; not every question can be answered from the collection.

Compare programmes with similar purposes, then inspect their stages and requirements. Similar content does not mean the tests have the same difficulty or that one qualification transfers to another country.

Follow source links to check the original context. Where saved documents are available, you can read them here. Documents keep their dates; translations may be working translations rather than official wording.

This is a growing collection, not every requirement from every country. Missing results can mean missing or untranslated evidence, not that a skill is absent from a country’s programme. Read the coverage notes before drawing conclusions.

Suggest a correction or share a missing source
Coverage, updates and corrections

This is a growing reference, not a complete collection of every test. Material may be partial, historical or a working translation. No match does not mean a country does not teach an element.

Reference presentation updated . This is not a claim that every source was checked on that date. Individual documents retain their own dates and limitations.

Suggest a correction or missing syllabus
Choose two countries
SAVED SOURCE DOCUMENT

Freeskate Assessment Resource Guide

Canada · English · 56 pages

Preserved research snapshot; live currency not reverified. Original-language text is shown as extracted. An original-page image is provided for diagram-only pages and the British skills guides. Extracted table text can lose column alignment; check the original before interpreting a table.

Open source original ↗Back to Canada
← Previous pageNext page →

Page 34

Freeskate Assessment Resource Guide July 2026 Copyright © 2026 Skate Canada 34 Freeskate – Program Components STAR 1 2 3 & 4 5 6 7 8 & 9 10 Gold Composition Connections & Unity Continuity of movements from one element to the next including steps, turns, field movements etc. n/a n/a Ability to link elements is developing. Skater may connect a few elements with simple movements while performing crosscuts. Some elements are connected by a variety of simple turns, steps, field movements and body movements. Majority of elements are connected using a variety of turns, steps, field movements and body movements. Pattern and Ice Coverage/Phrase & Form Design of program layout covering the ice surface. Choreography reflects musical phrasing and form n/a n/a Ice coverage patterns are simple and generally follow a similar direction. Choreography and purpose of the program is somewhat unclear. Element placement on ice may be similar. Ice coverage patterns show some multi - directional skating and use of the whole ice surface. Choreography, design of movements and purpose of the program are somewhat clear. Element placement on ice may be occasionally repeated. Ice coverage patterns are intricate. Movements incorporate a variety of patterns and are multi - directional. Choreography and purpose of the program is clear. The design of movement is varied and distributed evenly across the ice. Movements generally match/reflect the musical phrasing. Presentation Expression/ Projection Express and project a mood, feeling, image, rhythm, or style inspired by the musical selection Projection and connection to the character of the music is introduced in a performance. The skater demonstrates one or two movements that match the music. Skater's confidence, projection and commitment to the movement is developing. The skater demonstrates a few movements that match the musical phrasing or highlights of the music. Skater may lack fluidity in their movements. Ability to consistently use their body, facial expressions, and skating technique to reflect the character of the music is developing. Skater does not yet have the confidence to project to the audience and commi t fully to the performance. There should be a few moments where the skater demonstrates an emotional connection to the character of the music. Skater's movements include some body movements, facial expressions, and a variety of skating techniques to reflect the mood of the music. While the performance may be inconsistent, the skater should be able to demonstrate their personality and individualit y at times as well as their understanding of the character/rhythm of the music. Body movements, facial expressions and skating technique are performed with commitment and confidence and clearly reflect the character of the music. The skater's energy, personality and projection connect with the audience. The skater demonstrates persona l involvement with the program and is emotionally connected to the character, rhythm and feeling of the music.