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

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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.
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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.

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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.

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Page 6

Freeskate Assessment Resource Guide July 2026 Copyright © 2026 Skate Canada 6 Rationale for training Jumps Jumps are primarily used in Freeskate and pairs. As every skater is different and has different strengths, coaches can train the double jumps that are most applicable to their skater. Correct technique for all jumps needs to be developed including good height and distance with proper flow and control on landings. Jumps in the STAR 6 – Gold structure are introduced in the elements portion of Freeskate assessments with the following intent: - Encourage well rounded development of all six jump types - Ensure skaters are introduced to both loop and toe loop as the second jump in combination - Introduce skaters to the jump requirements as individual elements prior to performing them in the program portion of Freeskate assessments Spins Spins are performed in Freeskate, dance, pairs, synchronized skating and artistic. Spins should be well centred at this level and have strong body lines. Spins in the STAR 6 – Gold structure are introduced in the elements portion of Freeskate assessments with the following intent: - Encourage well rounded development of all spins - Ensure skaters are introduced to a variety of spin features - Introduce skaters to spin requirements in the elements portion of assessment prior to performing them in the program portion of Freeskate assessment Programs Freeskate Programs encourage the development of: - Consistency of technical element performance including but not limited to jumps and spins - Artistry through the development of Program Components - Performance under pressure Training Strategies Jumps Jumps may be trained in several formats. Adding variety to training will increase consistency, interest, and acquisition. Some strategies include: - Power class (focusing on speed, height, and distance of jumps). This can be done in open structure or lane format - Challenge days (most jumps in combination, longest jumps, split-singles, elimination rounds, etc.) - Stations (edge jumps, toe jumps, A/S/T or Lo/F/Lz, jump combos, singles, doubles, triples, etc.) Spins Spins may be trained in several formats. Adding variety to training will increase consistency, interest, and acquisition. Some strategies include: - Spin class (stations, highway lanes, continuous lanes, open structure) - Challenge days (longest spins, creative variations, add-on spins, fastest spins, etc.) - Stations (basics, variations, flying, combos, forward, back, features, creative, etc.) Programs Training programs is an essential part of development. Some strategies include: - Train in micro sections for consistency (Ex: Train first section five times, then second section, etc.) - Train without jumps for focus and development of Program Components - Track consistency of technical elements in a training log - Train in classes or stations, focusing on one key component at a time Note to Coaches: As it is not mandatory to segregate disciplines into different sessions. It is recommended skaters train all areas of the STAR content on the same session for easy training accessibility.