2025 Rule Book Changes
Welcome!
Hi everyone, Rory here!
This blog post contains important updates and changes that impact all participating groups.
I’ve taken the time to carefully outline both minor updates and significant adjustments to the class system to help everyone navigate these changes effectively. Please read through the details thoroughly, as they’re critical for your planning and participation in the upcoming season.
We’ll begin with a summary of minor adjustments before diving into the rationale and details behind the class system revisions.
These updates reflect our commitment to fostering growth and creating a more cohesive experience for all groups. With these changes, we aim to provide long-term stability and consistency, setting a strong foundation for the future of Alberta’s marching arts.
Rule Book Changes - Quick Summary
For 2025 and beyond, we’ve streamlined our approach to the rulebooks by splitting them into four distinct documents: the General Rules, which apply to all divisions, and one dedicated rulebook for each division—Winter Guard, Winter Percussion, and Winter Winds. Almost all rules have been either directly carried over from previous documents or rephrased for greater clarity and consistency. Below is a quick summary of the key changes:
General Changes
Rulebook Separation:
The single original rulebook has been divided into four distinct documents: General Rules, Winter Guard Rules, Winter Winds Rules, and Winter Percussion Rules. Each focuses on specific divisions for clarity.
Unit Classification Enhancements:
Detailed classifications were added across all divisions to better align units with appropriate competition levels. Each includes performer profiles, skill expectations, and summaries.
Revised Eligibility Rules:
Clarifications on performer limits and liability insurance requirements.
Split the follow articles into separate sections for clarity
Timing, Announcement, Boundaries
Competition Area Standards:
Lots of rephrasing here for clarity
Sound Check Protocols:
Rules for pre-event sound checks for units utilizing background tracks
Previously, groups understood the etiquette, it has now been written down for clarity.
Division-Specific Changes
Winter Guard
Expanded Classes:
New classes include Foundational, Novice, Intermediate, Advanced, Premier, and Legacy, each with tailored criteria.
Winter Winds
Classifications:
Addition of Ensemble and Open Classes, focusing on skill levels and repertoire complexity.
Scoring Adjustments to reflect new classes:
Weightings for Music Analysis, Performance Quality, and Overall Effect.
Winter Percussion
Class Updates:
Introduction of Ensemble and Open Classes with clearer skill progression expectations.
Scoring Adjustments to reflect new classes:
Adjusted scoring distribution between Effect (Music/Visual), Music, and Visual categories.
Before we get into the details of the class changes, I would now like to zoom WAY out and provide some background on how we think about rules/regulations/classes/etc… This goes into a LOT of detail, but I promise it’s all valuable:
Prioritizing the Growth of the Alberta Marching Arts
The Alberta Marching Arts Association is built on a foundation of trust and goodwill among its members. Every decision we make—whether related to classes, competitions, or rules—is guided by a commitment to the long-term growth and success of all marching arts programs in Alberta. It is essential that our community approaches these decisions with the mindset of what benefits the activity as a whole, rather than focusing on the preferences or perceived advantages of any single group or select few.
When it comes to class structure, the goal is to create an environment that fosters meaningful competition, growth, and inspiration for all participants. While some groups may have concerns about competing alongside others with varying skill levels, it’s important to view diversity within a class as an opportunity, not a flaw. This variety sets benchmarks for growth and allows performers to learn from one another. Competition is not just about determining a winner—it’s about creating a framework where every group can measure their progress, push their boundaries, and improve their craft.
Focusing on creating narrow classes or separating groups too strictly risks fragmenting our already small community and diminishing the shared experiences that make the marching arts so impactful. By embracing a structure that balances inclusivity with fair competition, we provide every group with the opportunity to thrive while building a stronger, more cohesive Alberta marching arts community for years to come.
Why Competition Matters in the Marching Arts
The marching arts are about more than showcasing talent—they’re about growth, collaboration, and inspiration. Competition provides the structure and accountability that transforms performances into opportunities for improvement. Through adjudicated feedback and measurable outcomes, performers are encouraged to refine their skills, take on new challenges, and push the boundaries of their creativity. It’s not about being perfect but about progressing toward excellence, one performance at a time.
While exhibitions are valuable for sharing artistry, competition adds another layer of enrichment. It fosters a sense of community where performers inspire and learn from each other. Watching other groups perform introduces fresh ideas and approaches, encouraging innovation and broadening perspectives. This dynamic doesn’t just improve individual groups—it elevates the entire marching arts ecosystem, strengthening bonds and cultivating a shared sense of purpose.
Concerns about scoring often center on participants feeling uncomfortable or discouraged. However, scores are tools for growth. When framed positively, they provide clarity, direction, and a moment of reflection, helping performers celebrate accomplishments while identifying areas for improvement. Scores aren’t about labeling winners and losers—they’re about fostering resilience and a passion for continuous learning.
Most importantly, competition instills life skills that extend far beyond the performance floor. It teaches goal-setting, teamwork, adaptability, and perseverance—qualities that prepare performers to excel in all areas of life. In the end, competition isn’t about trophies; it’s about becoming better: as performers, as collaborators, and as individuals ready to face life’s challenges with creativity and determination.
2025 Class System Revision
One of the most significant updates this season is the redefinition of the class system. This change addresses the unintended fragmentation caused by having too many classifications in a region with relatively few groups. When categories are split too finely, it diminishes the competitive experience for everyone involved.
Consider a class with only three groups. If one chooses to enter the evaluation class, the remaining two are left without meaningful competition. Similarly, if those three groups are placed into three separate classes, there’s no competition at all. This over-segmentation isolates groups instead of fostering growth and excitement. It also limits opportunities for performers to measure themselves against peers and be inspired by groups at varying levels.
The revised class structure provides a clear pathway for growth as performers and ensembles advance in skill and experience. Each class is designed to reflect a specific stage of development, ensuring that groups are placed where they can be challenged appropriately without being overwhelmed or under-stimulated. This isn’t about lumping groups together indiscriminately—it’s about creating clarity and fairness in how classes are defined, making it easier to understand why each group is placed where it is. This transparency helps all participants focus on growth within their category while maintaining confidence in the system.
Our goal with the revised class system is to create a streamlined structure that encourages growth, promotes fair competition, and builds a stronger sense of community. Broader categories provide richer competitive experiences, where groups can develop together while still being assessed appropriately. This approach allows for the diversity of skill and experience within a class to act as a catalyst for learning, pushing every performer to reach higher.
By reducing the number of classes and clarifying guidelines for classification, we aim to enhance the competitive environment for all. These changes ensure that every performance is met with engaged audiences, meaningful benchmarks for improvement, and a sense of shared achievement.
Here are some charts that visually show the impact of over fragmentation of classes:
2025 Projected Registrations by Class
2024 Registrations by Class
2023 Registrations by Class
2025
By consolidating these classes, we see a return of proper distribution amongst classes.
2024
More organizations are registering Wind and Percussion units, however both divisions was overly segmented.
The issue same issue with Guard Groups from 2024 persists.
2023:
Some Regional A groups should have been in ‘upper’ elementary, and others should have been Novice.
Class.A and Open should be combined.
2025 New Class Systems
The new classification system in the 2025 AMAA rulebooks represents a significant improvement by focusing on skill-based progression, clear performance expectations, and adaptability. Unlike the old system, which often relied on broad and generic definitions, the new framework tailors classes to specific skill levels, providing performers and instructors with a precise understanding of expectations at each stage. Detailed performer profiles, skill requirements, and performance goals help foster structured growth, ensuring that units compete and are evaluated in ways that align with their abilities. This clarity supports performers’ development, makes adjudication more consistent and actionable, offers greater flexibility and a clearer pathway for growth.
Class Names and Criteria Layout
Each class will feature:
Performer Profile: A brief set of bullet points describing the typical performers in this class, focusing on skill readiness and training background rather than strict age ranges.
Skills & Performance Expectations: Specific bullet points outlining the kind of vocabulary, complexity, and performance qualities that define success in each class.
Summary: A one-sentence, plain-English description that encapsulates what this class represents.
NOTES:
Winter Guard
Legacy Class: This class may operate as either an exhibition or a competitive category, depending on the number and nature of participating groups in a given season.
Premier Class: Designed as an aspirational goal, this class is intended for groups to strive toward achieving its criteria. While typical groups may not meet the standards for this class in a standard season, it has been included to support future growth and development.
Winter Winds & Winter Percussion
Unified Experience: The classifications for Winter Winds and Winter Percussion have been designed to be similar, providing a cohesive viewing experience for the audience and ensuring consistency across divisions.
Future Expansion: As participation in these categories increases, they can be further divided into distinct classes, mirroring the tiered structure established for Winter Guard.
Winter Guard:
Foundational Class
Performer Profile:
Primarily new or inexperienced performers who are just beginning their winter guard journey.
Little to no prior season of training in equipment or body movement.
Still developing basic timing, coordination, and comfort with fundamental techniques.
May require more guidance and a slower teaching pace to build initial confidence.
Benefit from a nurturing environment focused on establishing trust in their skills and the activity.
Skills & Performance Expectations:
Simple equipment handling (basic spins and manipulations) with a focus on correctness over complexity.
Fundamental body positions, steps, and posture to establish proper technique.
Short, manageable phrase lengths emphasizing accuracy, timing, and uniformity.
Straightforward musical selections that help performers understand basic rhythm and tempo.
Priority on achieving clarity and consistency in foundational skills rather than complexity or layering.
Summary: The starting point, where brand-new performers learn the basics and begin building a solid technical foundation.
Novice Class
Performer Profile:
Performers with at least one season of foundational training or equivalent exposure.
Ready to expand beyond the simplest skills into slightly more challenging vocabulary.
Growing confidence in timing, coordination, and basic technique, but still refining execution.
Able to take on incremental increases in choreographic variety while maintaining fundamental proficiency.
Demonstrate willingness to explore new skills and take small creative risks.
Skills & Performance Expectations:
Introduction of controlled tosses (1–2 rotations) and varied equipment handling beyond the most basic spins.
Incorporation of simple body movement while maintaining consistency in equipment technique.
Slightly longer phrase lengths that remain achievable, focusing on clean transitions and clear intent.
Music selections that introduce basic dynamic contrasts and help performers express simple rhythmic changes.
Emphasis on maintaining clarity and control as complexity gradually increases.
Summary: A step beyond the basics, where performers build upon foundational skills with slightly more complexity and variety.
Intermediate Class
Performer Profile:
Performers with multiple seasons of training who have mastered foundational and novice-level concepts.
Comfortable integrating equipment and body movement simultaneously with moderate consistency.
Able to sustain longer phrases and adapt to moderate increases in complexity and pacing.
More consistent in timing, accuracy, and recovery, allowing for smoother ensemble cohesion.
Prepared to tackle a broader range of responsibilities, demonstrating growing confidence and versatility.
Skills & Performance Expectations:
Equipment vocabulary that includes tosses in the 2–3 rotation range, combined with traveling and body shaping.
Moderate integration of layered responsibilities, such as moving through space while manipulating equipment in varied ways.
Longer and more nuanced phrases testing stamina, focus, and rhythmic understanding.
Exploration of musical phrasing, dynamic changes, and basic expressive qualities in performance.
Emphasis on building versatility and depth while maintaining clarity and control.
Summary: The point where solid foundational skills and growing experience allow performers to handle moderate complexity and layering with confidence.
Advanced Class
Performer Profile:
Performers who have successfully navigated foundational, novice, and intermediate stages over multiple seasons.
Demonstrate reliable consistency in handling diverse and challenging vocabulary.
Able to handle increased stamina demands, more intricate spatial patterns, and layered choreographic responsibilities.
Show a deeper understanding of stylistic interpretation, thematic elements, and performance qualities.
Comfortable working at a higher level of detail, precision, and artistic expression.
Skills & Performance Expectations:
Complex layering of equipment and body technique, including tosses of 3–4 rotations integrated with directional changes.
Intricate spatial designs, multiple responsibilities within each phrase, and more challenging tempos or styles of music.
Longer phrases that demand sustained focus, ensemble cohesion, and interpretive nuance.
Exploration of more advanced musical phrasing and expressive qualities, influencing how the choreography is performed.
Expectation of elevated accuracy, stylistic sensitivity, and increased artistry.
Summary: A stage of heightened artistry and complexity where seasoned performers showcase refinement, depth, and confidence in executing more demanding skills.
Premier Class
Performer Profile:
The most experienced and skilled performers within the circuit, with several seasons of proven success at advanced levels.
Comfortable executing a wide range of technical challenges with clarity, consistency, and expressive nuance.
Able to interpret complex thematic concepts and convey artistic intent with confidence and authority.
Show leadership qualities within the ensemble, setting a standard for excellence and cohesion.
Approached as the pinnacle of local achievement, inspiring others and elevating the circuit’s overall performance quality.
Skills & Performance Expectations:
The highest level of equipment and body integration, incorporating challenging tosses beyond 3–4 rotations, intricate manipulations, and complex phrasing.
Sophisticated choreographic demands that push artistic boundaries, utilizing nuanced spatial patterns, dynamics, and expressive elements.
Extended phrases requiring sustained focus, advanced musical interpretation, and cohesive ensemble interplay.
Capacity to adapt to various musical genres, conceptual frameworks, and performance nuances with ease.
Expectation of polished presentation, artistic depth, and technical mastery throughout the entire program.
Summary: The top tier, where veteran performers set the standard for excellence and push the activity to new levels of artistry, and innovation within the circuit.
Legacy Class
Performer Profile:
Comprised primarily of alumni who previously performed at competitive levels and have now returned out of love for the activity.
Typically hold extensive past experience, though may not maintain the same technical proficiency as before.
Emphasize camaraderie, tradition, and the shared history they have with the activity.
Approach rehearsals and performances with a relaxed, enjoyment-driven mindset rather than a competitive focus.
Serve as a bridge between the past and present, celebrating the evolution of the art form.
Skills & Performance Expectations:
Performers may revisit familiar techniques, adapting complexity to their current comfort level.
Emphasis placed on creating an entertaining, heartfelt, and nostalgic experience rather than pushing new technical boundaries.
Music and design choices often highlight personal or collective histories, resonating with both performers and audience members on an emotional level.
Precision and difficulty are secondary to fostering a sense of community, enjoyment, and storytelling.
Performances celebrate the continuum of the activity, providing perspective and inspiration to younger participants.
Summary: A class for alumni performers who return to the floor to celebrate their shared legacy, perform for the love of the activity, and contribute to the ongoing story of the art form.
Winter Winds
Unit Classification Detail
Ensemble Class
Performer Profile:
· Inexperienced ensembles with performers typically in their first or second season of participation.
· Units focused on developing foundational musical and ensemble skills specific to wind instruments.
· Performers who may not yet have the coordination or training to integrate consistent movement or full visual design.
· Ensembles that may include basic visual elements or simplified staging, but without complex drill throughout the performance.
· Units exploring ensemble sound, tuning, and timing while beginning to experiment with basic visual concepts.
Skills & Performance Expectations:
· Focus on clear tone production, rhythmic accuracy, and dynamic control across wind sections.
· Performances should emphasize clean execution of fundamental musical elements, with developing ensemble cohesion.
· Encourages the inclusion of simplified visual elements, such as small-scale movement or basic staging, with rewards for effort and creativity.
· Ensemble timing and synchronization are key, with units showing an ability to stay unified in both music and staging.
· Static formations or limited staging transitions may be used to enhance the overall presentation.
Summary: A class for newer ensembles, where performers build foundational wind performance skills while exploring basic visual elements and limited movement.
Open Class
Performer Profile:
· Intermediate to advanced ensembles with performers who have 2–6 seasons of experience or comparable training.
· Units capable of balancing musical precision with the incorporation of full drill and visual design elements.
· Performers who have progressed beyond foundational skills and are ready to integrate dynamic movement and staging into their shows.
· Ensembles seeking to refine coordination, expressiveness, and artistry across both musical and visual components.
· Suitable for units ready to take on more intricate, polished, and creative performances.
Skills & Performance Expectations:
· Performances include full drill and movement throughout the show, seamlessly integrating visual and musical elements.
· Demonstrates advanced timing, expressive dynamics, and tonal blending while executing choreography.
· Encourages innovative transitions between drill sets and musical phrases, requiring strong focus and endurance.
· Visual elements include synchronized movement, staging, and creative use of the performance area, contributing to a cohesive design.
· Emphasis on artistry and innovation, with music and visuals working together to create a high-impact presentation.
Summary: A class for intermediate ensembles that combine musical excellence with full drill and visual design, delivering dynamic and cohesive performances.
Winter Percussion
Ensemble Class
Performer Profile:
· Inexperienced ensembles with performers typically in their first or second season of participation.
· Units focused on developing foundational musical and ensemble skills.
· Performers who may not yet have the coordination or training to incorporate consistent movement throughout a show.
· Ensembles that may include some visual elements or simplified choreography, but without full drill for the entire performance.
· Units exploring basic ensemble timing, balance, and musicality while starting to experiment with visual design.
Skills & Performance Expectations:
· Focus on precision in rhythm, dynamic control, and tonal balance across percussion voices.
· Performances should prioritize clean execution of foundational musical elements.
· Encourages the inclusion of simplified visual elements, such as small-scale movement or basic staging, with rewards for effort in this area.
· Ensemble timing and synchronization are key, with performances showcasing an ability to stay cohesive.
· May use static formations or limited staging transitions to enhance the overall presentation.
Summary: A class for developing ensembles, where performers build foundational musical skills while exploring basic visual elements and limited movement.
Open Class
Performer Profile:
· Intermediate ensembles with members who have 2–6 seasons of experience.
· Units capable of balancing musical proficiency with the incorporation of full drill and visual design elements.
· Performers who have progressed from foundational skills and are ready to integrate movement and staging into their shows.
· Ensembles seeking to refine their coordination and expressiveness across both musical and visual components.
· Suitable for Units ready to take on more dynamic, complex performances.
Skills & Performance Expectations:
· Performances include full drill and movement throughout the show, with clear integration of visual and musical elements.
· Demonstrates advanced timing, dynamic contrast, and tonal blending while executing choreography.
· Encourages seamless transitions between drill sets and musical phrases, requiring focus and stamina.
· Visual elements include synchronized movement, staging, and creative use of the performance area.
· Emphasis on cohesive design, with music and visuals working together to create a polished presentation.
Summary: A class for intermediate ensembles that combine musical precision with full drill and visual design, showcasing a balanced approach to performance.