Skating Figures
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Awarding School Figures

Judging a School Figure Test
      A panel of three judges rated to judge figures stand on the ice along with any trial judges. The judges usually stand on one side of the area designated for the skater to layout the figure, They may use one of the hockey lines as a boundary.

      The skater is not allowed to mark the center where they will start. They take a small push to get to the position they have chosen. The skater indicate the long and short axis of their figure. Judges adjust their positions if they feel they might become an obstacle. The judges formulate an evaluation of the weak points while the skater is laying out the print (three tracings) of the figure.  The skater finishes the figure by a final push straight out along the short axis and exits the area to warm-up for the next figure.

     The judges walk around the figure in the counter clockwise direction and pause to given special attention to confirm if their initial impression was correct.  They will pace off the width and length of the circles to determine if they are the same size and shape, plus the lineup of both sides of the figure in relationship to the initial long axis.  As they skated the figure, the judges would mentally note which tracings were an attempt to correct the circle size, shape and lineup. The three tracings may vary in the skaters ability to trace and make corrections according to the level of the test.

Marks are awarded using the following scale:
FSR 1.21 Every figure is marked on a scale from 0 to 6, of which:

 0   = not skated
1.0 = very poor
2.0 = poor
3.0 = mediocre
4.0 = good
5.0 = very good
6.0 = outstanding performance

Decimals to one place are permitted as further intermediate values (e.g., 3.8, 4.4, 5.5). 

FSR 1.22 In assigning marks, the judges must:
  • first, while the skater is executing a figure, take into consideration the correct start, carriage, maintenance of reasonable speed throughout the figure and movement;
  • second, after the execution of a figure, by examining the tracing on the ice, they must also consider the shape and symmetry of the figure and the cleanness of the edges and turns.
A. In the assessment of the marks, the judge must in the first instance pay special attention to the following points.

1. Above all the skater should demonstrate a feeling for the general geometry of the figure, which includes symmetry, proportional size and the roundness of the circle as a whole.

2. Furthermore a skater should maintain the long and short axes of a figure.

3. Attention must be paid to obvious changes of edge (i.e., before or after the cusp) and long flats.

4. Finally the judges must look for continuity of flow, easy movement and good carriage throughout the figure.

B. It is not possible to assess exactly the penalty for any given error as it depends largely on the degree of the specific error.

1. The seriousness of a change of edge in a turn increases in direct proportion to the distance from the point of the cusp at which the change of edge occurs;

2. A flat is of greater importance in direct relation to its length;

3. The degree of an error is accentuated if it is repeated throughout the figure;

4. A serious error is one which is connected with the main feature of a figure (the actual turn, or loop or change of edge);

5. A serious error occurs when it immediately follows the execution of the main feature, as it indicates a lack of control. An error becomes more serious if it facilitates the execution of the figure (i.e., trailing on the take-off in paragraph figures or pulls before changes of edge) or if it facilitates the execution of the main feature of the figure (i.e., flats or change of edge before turns);

6. An accumulation or combination of various and different errors in a figure incurs a greater penalty than the single serious error alone.

7. Marks must be deducted if a figure is not finished at a reasonable speed.

8. Marks must be deducted if the size of the figure is not approximately the same in its triple  execution, or if a figure is abnormally small or so large that it is not wholly skated on a firm  edge.

FSR 1.23 Failure of a figure or its repetition occurs if the skater falls or touches down with the non-skating foot or any other part of the body in order to maintain balance or to complete the figure. The fact that a skater falls in a figure must not lead a judge to mark the figure as not skated. On the contrary, the successful part of the figure must be marked proportionately, with the tracing on each foot being considered separately.

For each failure in a tracing, the judges must deduct one-fifth (1/5) of the mark they would otherwise have given had the failure not occurred. However, in the case of multiple failures in a figure, regardless of whether they occurred on the same or on a different foot, depending upon the total number of failures, not more than four-fifths (4/5) of the mark that would have been given had the failure not occurred shall be deducted.

FSR 1.24 A skater who falls or stops while skating a compulsory figure shall be required to continue from the nearest technically practicable point and not necessarily at the exact point of interruption when the fall or stop is deemed the fault of the skater.

FSR 1.25 In all figure events, scribes and similar mechanical devices may not be used during the warm-up period.


School Figure Test List
Pre Test Figures
1st Test Figures
2nd Test Figures
3rd Test Figures
4th Test Figures
5th Test Figures
6th Test Figures
7th Test Figures
8th Test Figures


The following internet links have been gleaned from personal communications
combined with information from public institutions and athletic organizations/
associations that have a web presence with information concerning team and
individual sports programs:

School Figures - Table of Contents
Skating of School Figures
Figure Workshop Lesson Plans
School Figure Diagrams
School Figure Centers
PDF  USFS Figure Rules and Regulations
          Basic Rules for Figures
          Standards for School Figures
          Awarding School Figure Marks

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The limited use of the materials for education purposes is allowed providing
credit is given for the source of the materials.

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