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Ski Notes

Spring 2014

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About the course and manual

Welcome to the Introduction to Instructing course at Aberdeen Snowsports Centre.

This course manual and the workbook have been produced with reference to a number of sources

including the BASI manual which is freely available in the centre library alongside other manuals where a

wealth of information is available on subjects such as teaching children, psychology and drills for higher

level instructing. With further training through Nationally recognized associations such as BASI and

Snowsports Scotland you can build on your knowledge to enable you to gain qualifications to allow you to

instruct at home and abroad.

The course is a full programme made up of personal performance, classroom lectures and discussions.

The course will also include shadowing of lessons to watch teaching and learning in action and a certain

amount of study time. This can be demanding mentally and physically so it is important that you prepare

for the work involved.

The manual is designed to follow alongside the course syllabus, lectures and workbook, We will reference

some of the manual during discussions, at other times you will be expected to read and study in your own

time. Make sure you have the manual with you at all training sessions for reference. This will be a

valuable resource for you during the course training, your early stages of instructing and for when you go

on to do further training.

Assessment on the course will be on-going and over the final day during which each participant will plan

and deliver a short 30 minute lesson to other group members. Your trainer will monitor your participation

and performance and give continual feedback. The manual contains important information to enhance

your learning as a trainee with information further to that covered in the course lectures.

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The Central Theme

The central theme is an evolving series of maneuvers that is designed to help people learn to ski in a

natural, progressive and simple way. It is not a complete lesson-plan, but rather a simple technical model

for students around which lessons can be designed.

The Central Theme is only one of many possible routes from first steps up to parallel skiing. Its whole

purpose is to give less experienced teachers a clear and effective framework from which to work. As

teachers gain knowledge and experience, they can move outside the boundaries of the Central Theme to

cope with a wider variety of client needs and teaching environments.

Ultimately, every route that is taken from plough to parallel should give skiers a sound and enjoyable

foundation to their skiing. It should provide them with a full repertoire of movements along with the

awareness and understanding to apply them skillfully.

The purpose of the Central Theme is:

To help teach clients, from their first steps on skis to parallel skiing

To develop the fundamental elements of skiing in a versatile way

To progressively build skills, where each new movement builds on those previously learned

To prepare the client to “ s ki the whole mountain”

Initially, the Central Theme is presented simply as an outline framework for taking learners up to parallel

turning. It does not describe the exercises ad activities that might be used en route, nor does it deal with

the ways in which the framework might be changed to accommodate specific available conditions or

terrain.

In what follows, the descriptions of the maneuvers can be thought of as a series of ‘ snap shots ’ of

points throughout the skier ’ s development. The learning process itself has a much more gradual,

evolving character. Rather than the crude set of steps described below, the learning process is best

thought of as a continuum; the Central Theme Progression simply selects some of the major stages along

that continuum, and identifies the key technical points that are involved at these stages.

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The Central Theme Progression

The overall route mapped out by the central theme is as follows:

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Introductory Activities

Here, the objective is for learners to become familiar with the equipment and to develop coordinated

movements on skis. They learn activities such as walking and turning on the flat, and climbing on gentle

gradients.

Fundamentals - Movements, Balance

How to:

Create a safe, supportive environment to put the learners at ease.

Choose terrain with a safe run out.

Establish expectations of the learners.

Be aware that new learners may have very limited knowledge and may need help with everything at

this stage.

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Sliding

In learning to slide downhill, the main objectives are the development of good postures and balance. The

skier needs to be:

Standing with feet comfortably apart

Using all joints when moving in the vertical plane balancing over the feet

Holding the hands slightly forward and away from the body, at around hip level

Looking ahead with a horizontal eye-line

Fundamentals - Posture, Balance

NB It should be noted that at this time, control of speed comes from the instructor ’ s careful choice of

terrain.

Adopt a ready, responsive position over the middle of the skis.

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Ploughing

Fundamentals - Rotation, Edge

Having developed good posture and balance, the next objective is for skiers to learn to control their

speed with a gliding plough. To start ploughing, both legs are stretched and opened a little whilst turning

inwards to produce a gliding plough. Edging occurs automatically as the feet are displaced wider than

the hips. As the size of the plough is varied the hips will rise and fall as a result of the movement of the

legs.

Rotate both skis inwards to produce a gliding plough. The ski tips should almost touch.

Find a pivot point underneath the toe piece of the binding displacing the feet a little wider than the

hips.

Allow edging to occur automatically at this stage it is very subtle.

To begin ploughing learn to rotate the feet and ski inwards

NB: it should be noted that control of speed now comes from a combination of careful choice of

terrain and a comfortable narrow gliding plough that promotes sound balance and posture.

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Plough Turning

Fundamentals - Rotation, Edge

From the existing plough, the feet are gently turned towards the desired direction of travel. This simple

movement is enough to cause both skis, and therefore the whole plough to change direction.

As this is done, the skier will begin to feel a gradual build-up of pressure against the ski. This is a natural

consequence of the skier ’ s momentum trying to continue in a straight line as the ski begins to turn. Feel

for this pressure build up, and allow the outer leg to bend and settle in order to control and manage the

pressure against the outer ski as the turn progresses. When bending, the ankle, knee and hip must all flex

evenly.

The legs are then stretched to recover back to home base / neutral stance and allow steering into the next

turn. Control of speed is now achieved by changing direction and the plough should remain the same size

throughout with a stance ( distance between the feet ) similar to parallel

To begin plough turning, learn to rotate the feet to steer the skis

Feel for the pressure building up towards the end of the turn and allow the outer leg to

bend and settle, then recover by stretching the legs and steer into the next turn.

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Developing Plough Turning

Aim - To control speed and line on steeper terrain or when travelling faster ( blue level skier ) .

Fundamentals - Rotation, Edge, Pressure Control

To begin to steer the skis more positively while ploughing, the legs are stretched more actively at the

beginning of the turn. This stretching of the legs presses the skis more strongly against the snow, creating

a more positive initiation of the turn. To control the pressure build-up later in the turn, allow the outer leg to

bend and settle as before. The skier should feel the leg muscles pointing the skis around the curve.

To steer the skis more positively, develop active stretching of the legs to press the skis

more firmly against the snow.

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Plough Parallel

Fundamentals - Rotation, Edge, Pressure Control

Once skiers are able to steer by using a snowplough, the next objective is to develop control at

higher speeds and on steeper terrain. As speed begins to increase, the skier can gain greater

support against the outer ski. At this stage, the inner ski can be steered to match it parallel to the

outer one towards the end of the turn. This is achieved by changing the edge of the inner ski and

turning the inner leg and foot. The ski is pivoted under the foot, causing the ski tips to move apart.

To begin the new turn, this leg and foot is then rotated back to re-establish the plough shape as

the legs are stretched to press the skis against the snow.

When plough turning, the outer ski is on its inside edge while the inner one is slightly edged or

even flat throughout the turn. As the skier progresses he/she learns to change the edges. This is

a sequential action: first, the outer ski changes edge as it is pivoted into the new turn; then as it is

steered and matched parallel, the inside ski also changes edge.

To match the inner ski parallel, learn to rotate the inner leg and foot

To re-establish the plough, rotate the new outer leg and foot

To help learners cope with steeper terrain and increased speeds include

traversing and side-slipping ( edging skills )

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Mountain Skills – traversing and side slipping

While traversing and side slipping should be considered as developmental activities that are used

at various stages during the Central Theme progression, it is worth giving them a special mention

at this point. For safety reasons it is considered necessary to include these skills around this

stage so that the learners can cope with steeper terrain and increased speeds.

Traversing

Aim – To move around and travel across the slope in balance.

Fundamentals - Edge

How to:

Stand facing across the fall-line with the natural edge tilt to avoid sliding.

To start traversing, either reduce the edge tilt equally on both skis or start to point both skis

more downhill until you start moving forwards.

Balance on the edges of both skis, look forward and control the amount of edge tilt equally

on both skis to continue traversing

Side Slipping

Aim – To loose height without traversing across the slope

Fundamentals - Edge

How to:

Starting in the same position as the traverse simultaneously release both edges and flatten

both skis off by moving the centre of mass down the hill.

To slow the slide re-engage the edges and generate grip by increasing the pressure and

moving the centre of mass back up the hill.

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Plough Parallel Turning to Parallel Turning

As speed continues to increases, the skier can gain support against the outer ski earlier in the turn. This

allows the inner ski to be steered and matched sooner, reducing the duration of the plough.

The earlier the outer ski supports the skier, the earlier the inner ski can be turned. To aid this process, the

stretching movement of the legs develops. By stretching the legs more positively to press the skis more

strongly against the snow, greater grip and support are obtained at the start of the turn. This allows the

outer leg to be turned less and pressed more against the snow.

As the skier progresses from plough-turning to parallel turning and evolution gradually takes place in how

the edges of the skis are changed. Up until now, the edges have been changed by moving and tilting the

feet underneath the body. Now, with the increase in speed combined with more active stretching of the

legs, the body and hips begin to cross over above the feet. This is called the Crossover and allows the

hips to follow a line inside that of the feet.

To reduce the duration of the plough, learn to steer and match the inner ski earlier

To increase grip at the start of the turn, learn to stretch the legs more positively.

To move towards parallel skiing, develop the feeling of the path of the hips flowing across

the path of the feet.

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Parallel Turning Fundamentals - Rotation, Edge, Pressure Control

With a gradual increase in confidence and speed, the skier can continue to change the blend of the

steering elements. By pressing positively with the feet at the start of the turn, the skier gains early support

from the new outer ski; by allowing the hips to flow across the feet, both skis can change edge

simultaneously; by rotating both legs smoothly and in unison, the skis are steered parallel around the arc.

As the turn progresses, the legs are once more allowed to bend, controlling the build up of pressure and

maintaining balance to the completion of the turn.

This is a useful stage at which to introduce the pole plant. Using a smooth, co-ordinated arm movement,

the pole is planted towards the inside of the turn. By planting it just as the legs begin to stretch and the

hips begin to flow across the feet, it provides an aid to balancing as the pressure and edging of skis is

changed.

To ski parallel, learn to press first, let the hips cross the path of the feet to assist with

changing the edges, and rotate both skis simultaneously

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The Principles of snowsports teaching

On the surface, it seems fairly obvious that a teacher ’ s prime goal is to insure that their pupils learn to

improve. In a recreational snowsports environment however, two other factors have an even higher

priority: safety and enjoyment. The principle is summarized by the acronym SEL: Safety, Enjoyment, and

Learning.

In other words, even if it means reducing enjoyment or slowing down the learning process, the teacher ’ s

first priority must always be to ensure the safety of their pupils. Then, provided that everyone ’ s safety

has been assured, it is preferable that the class has lots of fun and learns a little, rather than that they

learn a lot and have a miserable time.

The key areas of knowledge, which underpin SEL, are:

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Introduction to teaching

In order to be a skilful instructor there are several key attributes that need to be in place. Teachers need

to understand their subject, they need to be in full command of safety considerations and they need to be

able to deliver what they understand in an effective way.

Understanding Performance

Performance Analysis is one of the most important skills we can have as an instructor. It is the essential

link between our understanding of all aspects of performance and the content delivered in our teaching

sessions. If we are not able to analyse performance accurately then our knowledge is useless and our

delivery misses the chance to improve performance. Performance analysis is not just about finding out

what is wrong with a performance, but also finding an effective way to improve it.

This section sets out a model for performance analysis which gives instructors a framework to operate.

The goal is to have a system which makes our teaching as effective as it can be. The model shown here

is a simple format for less experienced instructors who need to get the basics in place. A more expanded

version is explained in the BASI manual if you wish further reading.

A simple model for performance analysis - TIED

Task - Setting and Performing the task

Information - Gathering Information

Evaluate - Evaluate Performance

Develop - Making Decisions and interventions to allow the performer to develop

Task - The task must be clear to the performer as it is to the instructor. The task may be part of a larger

goal but the only thing the instructor should be focussing on is the current task in the current context.

Information - As long as the task is clear then the instructor and/or learner can gather information on the

performance. This part of the learning process the emphasis is on noticing things and becoming aware of

what is happening; not about making judgements on quality or effectiveness.

Evaluation - We compare the performance to a template of how we would like the performance to be and

thus establish if there is anything missing or if there is anything wrong with the performance compared to

the expected or desired performance.

We can ask ourselves; What would I change in the performance if I could? And Why is the performance

not as we would like it?

Develop - The develop stage is where the instructor and learner agree on how they are going to achieve

the desired performance of the same task or if it is necessary to try a different task.

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TIED model and learning

Several learning activities are vital to enable effective learning. The performance analysis model

( T IED ) used in the Teaching section highlights four sets of activities necessary to develop

performance:

A task is set and attempted

The instructor and perhaps also the learner collect information about the performance.

This information is then evaluated and analysed.

From this, further developmental steps are decided, and the next task may be suggested.

This same concept can be applied to the learning process itself. For example:

Imagine having a go at a skiing task

Whilst skiing you collect information about your performance.

At some point you reflect on this information and evaluate what happened.

To develop further, you decide to do a few runs on easier terrain so you can really focus.

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Learning

It is important to establish a basic understanding that learners `learn` in different ways. Substantial

research over the past fifty years has led to some very complex categorization of learners. The philosophy

and background to these can be very interesting if you are so inclined.

Life would be simple if everyone learned the same way. However the differences in learning styles make

instructing very interesting. Learners tend to fall into 6 categories, those who learn best as;

Watchers who work best with demonstrations, pictures and visual imagery

Thinkers those who need technical explanation and descriptions

Feelers who work best with information on what it should feel like

Listeners who use sound and rhythm to aid learning

Doers who just want to get on with it

Martians the `space cadet` who appears not to fit any of the above but is clearly learning

Joking aside, the task we have as instructors is to present our lessons in such a way that there is something

for everyone. On top of this, it is accepted that, on average, the maximum serious attention span for any

particular approach to teaching is about 20 minutes. Are you ready to become a `more effective` instructor?

To be a `more effective` instructor all you have to do is accept the two facts outline above and be prepared

to do something about it.

By varying our approach to instructing we are likely to accommodate the majority of learner types and keep

the learners attention. Thinking this way, we can start to view our lesson as a series of `episodes` within one

lesson. Each episode might have a particular approach or style of presentation.

Like many things in many sports `teaching styles` are as complex as we make them.

This course is also about simplifying complex `teaching styles`

Research has shown that people learn…………………………

5% From a Lecture

10% From Reading

20% From Visual Aids

30% From Demonstration

50% By Discussion

75% By Experience

90% By teaching

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Delivery

To deliver sound teaching sessions that are enjoyable and where progress is made quickly and safely, ski

teachers require a blend of knowledge and understanding, as well as the practical skills of planning and

delivering. At the same time attention must also be given to all the other factors that affect the potential

for learning. Delivery is about what happens during our teaching sessions.

The Learning Environment

Many factors affect the learning environment. Some of them we can influence and shape on purpose

such as the activities and the terrain we choose. Others are outside our control such as the weather or

the make-up of the characters within a group, although we may be able to limit negative factors to some

extent.

Here are some, try to think of more and which our within our control.

The weather conditions

Learners familiarity with the dryslope environment

The group dynamics

Level of challenge in the sessions

How engaged and cared for the clients feel

Our communication skills

How we deliver feedback

Our choice of teaching styles and delivery

How able we are to read our clients

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Preview sheet: conducting a teaching session

Getting the learners ready

Welcome and introductions

Have a friendly and cheerful disposition

Learn names and help learners to feel comfortable

Check clothing and equipment

Highlight safety points

Prepare physically and mentally

Clarify the needs of the learners

Clarify aims and outcomes of the session

Refer to FIS Code of Conduct

Bringing the session to a close

Round off the activity at an appropriate point

Provide a summary of what was done and achieved

Give learners the chance to provide you with feedback on what they achieved

Enquire into the learners’ future needs

Advise learners of preparation required before their next session

Supervise learners ’ departure from the learning environment

Clear up and put away any equipment and clothing

Leave the environment as found

Refer to FIS Code of Conduct

Improving performance

Give clear and accurate directions, explanations and demonstrations

Ensure maximum useful learner activity

Provide opportunities for learners to ask questions

Maintain a safe and enjoyable learning environment

Check the learners understanding

Observe and analyse the learners ’ performance

Identify strengths and areas for change

Provide useful and accurate feedback

Refer to FIS Code of Conduct

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Central theme Some Key Elements

Straight Running

Posture;

-Rounded back

-Even flex at joints

Balance;

-Horizontal eye-line

-Hand and arm carriage

Feet hip width apart

Pelvic tilt

Ploughing

Stretching

Turning Legs

Bending ( recovery )

Early Plough Turning

Rotation – rotate both

feet in desired direction

of travel

Right speed

-correct terrain

Awareness of stance

Developing Plough

Turning

Rotation – rotate both

feet in desired direction

of travel

Bend and settle to

control pressure

Stretch and settle

( r ecover )

Later Plough Turning

Rotation – rotate outer

foot in desired direction

of travel

Active stretch to

introduce early turning

pressure

Bend to control

pressure

Early Plough- Parallel

Stretch at start of turn

Rotation of inner foot

( t o match skis )

nearing end of turn

Maintain posture and

awareness of line of

travel

Developing Plough-

Parallel

Active stretch at start of

turn

Earlier matching ( turn

inner foot earlier )

around fall line

Bending and stretching

movements

Later Plough- Parallel

Active stretch at start of

the turn to provide early

support and balance

against outer ski

Even earlier matching

– before the fall line-

Towards simultaneous

leg movements

Awareness of hip

crossover

Early Parallel Turning

Active stretching and

simultaneous leg

movements

Simultaneous rotation of

both skis

Allow body to cross

over – simultaneous

leg change

Developing parallel

Turning

Active stretching

developing early turning

pressure and grip

Pole plant as you press

and crossover

Legs bending to control

pressure throughout

turn

And Beyond……..

Variations in line of

travel

Adaptive dynamic

movements

Rhythm and co-

ordination

Performance Indicators for the Central Theme

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Performance Rating Scales/Learning Phases descriptors

BASI ’ s Rating Scales and Learning Phases descriptions of performance and learning relate di-

rectly to the Fitts and Posner model of skill acquisition

RATING SCALES

LEARNING PHASE

0

I Don ’ t know

Early awareness

You need to become more aware of

this element.

1

I think I understand but….

Late awareness

This element is beginning to appear in

your performance but still requires

some awareness development

2

AHA! I get it….

Early Practice/Development

Are beginning t use this element but

the movements are not properly organ-

3

I can ’ t feel it, is this Ok?

Late Practice Development

The element is used in your perform-

ance but not with consistency and ver-

satility, you are still in the practice

4

It works OK as long as I think about it

Early Acquired

The element is used in your perform-

ance with consistency and versatility

5

I don ’ t have to think about it

Late Acquired

The element is autonomous and used

with creativity

6

I can trust it even when the going gets tough

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The FIS Code of Conduct for Skiers and Snowboarders

1. Respect for Others

A skier must behave in such a way that he does not endanger or prejudice others.

2. Control of Speed and Skiing

A skier must ski in control. He must adapt his speed and manner of skiing to his personal ability and to the

prevailing conditions of terrain, snow and weather, as well as to the density of traffic.

3. Choice of Route

A skier coming from behind must choose his route in such a way that he does not endanger skiers ahead.

4. Overtaking

A skier may overtake another skier above or below and to the right or to the left provided that he leaves

enough space for the overtaken skier to make any voluntary or involuntary movement.

5. Entering and Starting

A skier entering a marked run or starting again after stopping must look up and down the run to make sure

that he can do so without endangering himself or others.

6. Stopping on the Piste

Unless absolutely necessary, a skier must avoid stopping on the piste in narrow places or where visibility is

restricted. After a fall in such a place, a skier must move clear of the piste as soon as possible.

7. Climbing and descending on foot

Both a skier climbing or descending on foot must keep to the side of the piste.

8. Respects for Signs and Markings

A skier must respect all signs and markings.

9. Assistance

At accidents, every skier is duty-bound to assist.

10. Identification

Every skier and witness, whether a responsible ( guilty ) party or not, must exchange names and

addresses following an accident.