Stopping with Confidence

Learning Outcomes

Refine and practice various stopping techniques.

Description Of Activity

Warm-up (5-10 minutes): 
Light cardio exercises and dynamic stretches (jumping jacks, arm circles, lunges) to get the blood flowing and the muscles warm.

T-Stop Review and Practice (10 minutes):
Review the Technique: Demonstrate and explain the T-Stop position: feet shoulder-width apart, one foot extended outwards with the toe pointed down (like a "T"). Emphasize weight distribution on the standing leg with slight pressure on the extended leg to slow down.
Stationary Practice: Have students practice holding the T-Stop position for a few seconds, focusing on proper balance and weight distribution. Encourage them to bend their knees slightly for stability.
Slow Glide with T-Stop: Students practice gliding slowly with a partner or holding onto a railing. As they glide, instruct them to initiate the T-Stop to slow down and come to a controlled stop. Gradually increase gliding speed as they get comfortable.

Heel Stop Introduction and Practice (10 minutes):
Introduce the Technique: Demonstrate and explain the Heel Stop: extend one leg back with the heel pointed down, scraping the ice/ground slightly to slow down. Emphasize bending knees and absorbing the stop with the other leg for a controlled descent.
Stationary Practice: Have students practice holding the Heel Stop position for a few seconds, focusing on extending the leg back with a straight knee and keeping their core engaged.
Slow Glide with Heel Stop: Similar to the T-Stop practice, students glide slowly and initiate the Heel Stop to slow down and come to a controlled stop. Encourage them to bend their knees as they absorb the stop.
 

Cool-down (5-10 minutes): 
Gentle stretches focusing on ankles, knees, and core, followed by a review of key learning points. Ask students to compare the T-Stop and Heel Stop techniques and discuss which feels more comfortable for them.

Important Note:
Emphasize safety throughout the activity. Encourage students to practice stopping techniques at slower speeds before gradually increasing the difficulty.
Allow students to choose the stopping technique they feel most comfortable with initially. As they gain confidence, they can explore both T-Stops and Heel Stops.

Variations

"Traffic Light" Game: Divide the skating area into sections marked as "Red" (Stop), "Green" (Skate), and "Yellow" (Slow Down). Play music and instruct students to move according to the designated zone. When it's "Red," they practice either T-Stops or Heel Stops depending on their preference.
"Skating Scavenger Hunt": Set up cones or markers around the skating area with small objects placed near them. Students need to skate around the course, stopping at each cone to retrieve an object using a T-Stop or Heel Stop before continuing.
"Simon Says" Stopping Challenge: Play "Simon Says" with a focus on stopping techniques. Simon instructs specific actions like "T-Stop!", "Heel Stop!", or "Glide Slow and Stop!" Students need to react accordingly, practicing the designated stopping technique.

Equipment/Material Required

Well-fitting skates 
Helmet
Elbow pads
Knee pads
Wall or railing for support (optional: soft padding for practicing falls)