Teaching Inline Skating in Schools
Wednesday, August 13th, 2008“Children love to skate. It doesn’t matter whether they are strapping wheels to their shoes or using the latest recreational inline skates, kids simply love rolling”, says Asha Kirkby, Manager of Skatefresh Inline Skateschool. She has been teaching children and adults to skate for nearly 10 years and now runs the highest certified ICP skate school in the world (based in London and Brighton).
Asha’s mission is to enrich schools’ physical education curriculum by bringing the fun and excitement of students’ passion for inline skating, right into their PE classes and after-school clubs. Skating builds motor skills, self-esteem and cardiovascular fitness while providing a safe, educationally sound introduction to a versatile sport that will have a positive impact on students for the rest of their lives.
Incorporating inline skating into a physical education programme allows for a greater range of students to achieve sporting proficiency, as inline skating is enjoyed by children who may not think of themselves as ‘sporty’. This gives real opportunities for children who do not typically enjoy and participate in sport to start again, often with very positive results.
Phoenix School in London, which caters for children with a variety of special needs including autism and language and communication difficulties, has had skating as part of their PE curriculum for 2 years. Troy Gering, their PE Co-ordinator writes:
“We contacted Asha after realising we had a lot of interest from students and teachers to start a PE skating lesson and an after-school ‘skate club’. Since 2005 she has worked with pupils from eight to sixteen. In order to set this up, we obtained a grant for equipment and spent approximately £60 per head for a set of skates, protective gear and helmets for a group of 12 students and built a compact storage area for the equipment.
“All pupils who have taken part in skating sessions have reported that they have enjoyed themselves. We have seen developments from all students in regards their improved balance, fine and gross motor skills as well as coordination and cognitive skills. The students all learn at their own rate but skating helps them socialise and communicate in different ways.
“Skating is also a great form of aerobic exercise and we notice the students who often give up in other activities persevere with skating. The children remain active for the whole lesson as even standing still in skates takes balance and coordination and muscles! They are usually sad to leave the skating class and look forward to their next rotation. Some pupils continue to skate outside of school. We have put on small demonstrations of skating at recent parents/teacher evenings which have been very warmly received.
“We’ve seen that the benefits of skating lessons go beyond the obvious fitness benefits. For example, one autistic child who previously didn’t socialise or participate in any group situation in regular lessons, after just 12 skate classes spontaneously started to join in with the rest of the group. And now she is participating in group activities in regular lessons. Her love of skating motivated her to overcome her fear of being with other people.
“We have a small sports hall in school where the pupils skate, aided by cones, mats, balls and other props to promote fun and learning. During the summer we use our cycle path and playground inside the school grounds to introduce intermediate level students to outdoor skating, different surfaces and practical skills such as slopes.
“The emphasis put on safety creates a fun environment where children know how to put on and use their protective gear and respect and look after the equipment. I would recommend inline skating to any institution that would like to take part in an innovative and fun lifetime leisure activity.”
Inline skating in school can be successfully introduced in any school from the age of 6 or 7 and can adapt for different abilities. It can be easily accommodated in any school - either inside in the main school hall, sports hall or outside on playgrounds or tennis courts. Under normal circumstances, one teacher can safely supervise approximately 20 students. At any level, intermediate and advanced activities may require additional supervision.
Sub-categorisation within the sport allows students to progress to other skating disciplines. Before and after school clubs offer opportunities for skill enhancement, fitness and fun. Introducing skate specific clubs such as inline hockey, freestyle skating or slalom, gives more advanced students a focus in a more unusual sport. Schools can give organised demonstrations/performances during half time during other sports matches, community events and parents evenings. Schools can even organise family “fun night” on skates.
Teaching inline safety skills to students is the primary focus of school teaching programmes. Parents report that the safety consciousness developed at schools leads to safer inline skating after school. Students must never skates without wearing full protective gear and strict procedures of practice ensure fun is had by all.
Integration
Inline skating provides an excellent opportunity to reinforce other subject areas such as maths, science, social studies, visual arts. For example:
Maths and science – designing lessons which focus on:
- Distance = rate x time
- Revolutions per minute
- Acceleration and speed
- Graphic calorific expenditure
- Control of mass
Social studies
- Research inline skating, roller hockey, speed skating and extreme skating (rails, half pipes, jumps, ramps) in different places and communities.
- Develop lessons which focus on methods of transportation to and from work/school
- Communicate with a ‘pen pal’ from another country who participates in inline skating.
English
- Write letters to famous inline skaters asking a variety of interesting questions
- Create poems about inline skating
- Write an ‘emotional diary’ of how you are feeling when you skate.
Visual arts
- Create a “photo shoot” session of students and teachers in action.
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