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Purpose: Children and youths with disabilities have low levels of physical activity and limited opportunities to participate in physical activity. This study aimed to explore the lived experiences and meaning of an adapted ice-skating approach with access to a tailored harness system as a physical activity for children and youths with disabilities in Sweden. Materials and methods: Semi-structured interviews were conducted with 12 guardians, 5 ice-skating trainers and 15 ice-skating children and youths with disabilities. The interviews were supplemented with participant observations of 23 children and youths with disabilities while ice-skating. Results: Four categories emerged: "To grow as a person," "To arouse zest for life," "To train for life" and "To become part of society." Ice-skating was found to be a source of joy of movement, zest for life and longing, enabling children and youths with disabilities to explore and develop their abilities, social interactions, confidence, identity, and independence in a safe and joy-bringing context. Conclusion: The study highlights social and existential dimensions of an adapted ice-skating approach with access to a harness system tailored for children and youths with disabilities, that enables them to be included in ice-skating, regardless of disabilities, creating increased opportunities for physical activity and movement. IMPLICATIONS FOR REHABILITATION: Adapted ice-skating, with access to ice-skating trainers, adapted facilities, and assistive devices, such as tailored harness systems, can create opportunities for children and youths with disabilities to increase their level of physical activity. Participation in adapted ice-skating seems to affect both physical, psychological, social, and existential dimensions for children and youths with disabilities, thus impacting their whole life. The knowledge contribution of this study can be a basis for investments in adapted and harness-supported ice-skating activities, which can improve the health and well-being of children and youths with disabilities. [ABSTRACT FROM AUTHOR]

The purposes of this randomized control study were to (a) compare the effects of an on-ice versus an overground resisted sprint training intervention and a control condition and (b) identify changes in ice skating kinematics and kinetics after training intervention participation. Twenty-four youth ice hockey players were randomly allocated into 3 groups: (a) on-ice resisted sprint training (on-ice RST); (b) overground resisted sprint training (overground RST); and (c) body weight resistance training (control). During the 8-week intervention, the 2 RST groups engaged in sled towing methods, whereas the control group engaged in a body weight resistance training program twice a week. A series of individual, repeated-measures analysis of variances with post hoc pairwise comparisons were conducted for variables of interest. An interaction effect was noted for ice skating s-cornering agility drill completion time (p = 0.01; ηp² = 0.36), ice skating 30-m top speed completion time (p = 0.04; ηp² = 0.27), step length (p = 0.04; ηp² = 0.26), and knee angle at touchdown (p = 0.03; ηp² = 0.30). The on-ice RST group displayed superior improvements across ice skating tests compared with the control group. Data show that on-ice RST has the greatest transfer effect to ice skating metrics; however, improvements in certain ice skating metrics can be observed with overground training also. [ABSTRACT FROM AUTHOR]

These poems attempt to capture our experiences of verticality in the city, as a daily practice. “Ice-skating” attempts to capture what it means to glide on the ice rink in the city and connect to things beyond the immediate present; “Nightstands by the Curb” records seeing two discarded nightstands by the side of the road and how in their loneliness they stand tall and significant despite the fact that their owner found them useless. In “Hair A-Z,” I list all possible variations of hair styles and accessories, as a way of seeing how hair makes us distinct, unique, tall in the city. “An Urban Riddle,” written in the voice of the elevated park, the High Line, in Manhattan, investigates what it may mean to have such an unusual green “presence” in the city. Each of these poems is paired with a photograph: some were taken on the occasion of the poem, like the ice-skating one, others, like the photographs by my friend Nikola Bradonjic—not, but we decided that they went well with the poems (the “Nightstands by the Curb” and “Hair A-Z” poems). The photograph accompanying “an Urban Riddle” is of a site-specific artwork, Broken Bridge II, by El Anatsui, which graced the High Line park from November 2012 until October 2013.

Ice skating, also called figure skating, can be categorized as a lifetime fitness endeavor. Figure skating has many benefits that allow skaters opportunities to learn and understand motor skill movement and patterns on the ice. The purpose of this article is to share best practices when teaching the fundamentals of figure skating. Included in these best practices are recommendations and tips for the coach, physical educator and figure skating enthusiast regarding figure skating safety, curriculum, planning and assessment. These ice skating basics can be shared with individuals of all ages, levels and learning needs to maximize student learning, time on ask and increase student interest and enjoyment levels. To reiterate, figure skating can be categorized as a lifetime leisure activity to be enjoyed by individuals, families and friends throughout the years.