CHAPTER ONE TEACHING SKIING

Transcription

1 CHAPTER ONE TEACHING SKIING Intrductin The Vancuver Island Sciety fr Adaptive Snwsprts (VISAS) Instructr Manual was prduced by VISAS Instructrs and is dedicated t all ur fellw VISAS Instructrs past, present, and future. This Manual is fr Yu. In this Manual yu will find descriptins f the types f disabilities bth physical and mental that yu are likely t encunter. In this Manual specific types f ski equipment, teaching tls, and teaching appraches fr each disability will be described. The Manual als includes teaching tips, ideas, and general infrmatin that hpefully will make the teaching and learning experience fun and enjyable fr yu and especially yur student. The skiing thery, methdlgy and prgressin are based primarily n the Canadian Ski Instructrs Alliance Skiing and Teaching Methds. Instructrs shuld cnsult the Alliance Manual fr additinal infrmatin. We have als surced excellent infrmatin frm ther Canadian and American publicatins and dcuments. Lastly, and by n means least, we have drawn frm ur wn cmbined 100 plus years f ski teaching experience t share with yu. Methdlgy (Assessment and Develpment Tls) The Alliance teaching methds prvide a structure fr stand-up skier and sitting skier assessment and develpment. These teaching methds are the n-snw develpment tls that Instructrs use. - Fur Planes f balance The lateral plane is the ability f the skier t balance in a side-t-side manner with a blend f angulatin and inclinatin and the way a skier changes edges between turns. The fre-aft plane is the ability f the skier t maintain alignment with the feet and balanced ver the centre f the skis in a frward/backward plane. The rtatinal plane is the ability f the skier t cntrl and adjust the rtatinal mvements between and within the upper and lwer bdy segments. Fr a stand-up skier initiating a turn by twisting the hips r upper bdy is a cmmn example f imbalance in the rtatinal plane. The vertical plane is the ability f the skier t adjust up and dwn mvements relative t the edge angle f the skis. Skiers bend and extend their legs t maintain snw cntact and steering lad (pressure). Page 1

2 - Turn phases The three turn phases are a way f linking a skier s mvement patterns with specific parts f the turn. They prvide a template fr skill assessment and develpment by priritizing and sequencing skills. Fr example, wrking the timing f edging in phase 3 culd be a way f develping stance in phase 1. While turn phases prvide an excellent way t break dwn turns, skill develpment shuld always lead t linked fluid skiing. - Skill Develpment Skill - Stance and Balance. Stance is the bdy alignment f the skier. A gd stance is natural, stable, yet mbile and lets the skier make balance adjustments. Balance is the skier s use f muscles t keep frm falling dwn. Stance and balance is the fundatin n which the ther skills are applied. Establish in the student gd stance and balance befre prceeding with ther skills. Page 2

3 Skill - Timing and Crdinatin. Timing is the skier s ability t chse and use an actin at the apprpriate mment. Turn type, terrain, and snw cnditins all affect a skier s timing decisins. Crdinatin is the skier s ability t blend mtr skills int a cmmn mvement. Timing and crdinatin is als a fundatin skill and will determine the successful applicatin f the ther skills. Skill - Pivting, Edging, Pressure Cntrl. Pivting is the skier s ability t use the legs and feet t guide the skis in a specific directin. Whether a skidded r carved turn, the lwer bdy leads the turning effrt. Edging is the skier s ability t use a cmbinatin f inclinatin and angulatin t cntrl the angle f the skis against the snw and utilize the skis sidecut prperties. Edging lets skiers cntrl directin and/r speed. Page 3

4 Pressure Cntrl is the skier s ability t lad and unlad the skis at the apprpriate time by balancing against turning frces and/r using muscular effrts. It is clsely tied t edging and varies with the type f turn and terrain. Pressure cntrl mvements are achieved thrugh leverage, flexin, extensin, and transfer f weight frm ne ski t the ther. The Student Peple have different ways f absrbing and prcessing infrmatin. Being able t identify the different styles f learning will help yu create a lessn that will be mre effective. What kind f a learner are yu? Learning styles are: - Der. Ders tend t be practical and want t experience a new task mre than hear abut it. Ders learn best by experiencing the task themselves thrugh trial and errr. They dn t want t stand r sit arund listening t lectures; they want a cncrete experience. - Watcher. Watchers are visual learners wh want t see gd dems, ski accurately and at task level. Watchers learn by seeing thers d it befre trying t imitate it. They want t hang back and watch and think abut the task befre trying it. Use verbal images when explaining. Direct the watcher t what they shuld lk at and allw the pprtunity fr reflective bservatin. - Thinker. Thinkers are ften auditry learners wh want clear, cncise descriptins. They want t understand why they are perfrming a task; they need the abstract cncepts t understand mst effectively. Be precise and t the pint. Use metaphrs and wrds that Page 4

5 paint a picture. Thinkers need t analyze the situatin befre trying it. Cnsider giving thinkers additinal technical infrmatin n the ski lift. Ask questins t allw the thinker t verbalize and understand the lessn. - Feeler. Feelers are kinesthetic learners wh can tell the difference in hw different tasks feel. They learn best by actively experiencing sensatins. Hands n psitining (with permissin) can be very effective because feelers need sensry feedback. Shw and describe what they shuld feel. Feelers want t break things dwn and feel the pieces. Let feelers try t describe what they feel when they perfrm a task. Althugh we all have a dminant learning style, we learn best frm a variety f learning experiences. Create well-runded lessns fr yur students by taking advantage f the different learning and teaching styles. Fr best results, use a cmbinatin f visual, auditry, and kinesthetic appraches. If a student is struggling t learn smething, try presenting the material in a way that appeals t different learning styles. Cautin. Be aware f yur wn learning style and make sure yu dn t ver use it. Cncentrate n incrprating yur student s learning style in the lessn. Tip. It is pssible yu wn t be able t identify yur student s prminent learning style. If yu give clear cnsistent demnstratins and keep yur lessn plan simple, yu will be successful in mst cases. Keep the talking t a minimum. Imagine teaching a deaf skier. The Instructr Ski teaching is abut peple. Putting the student at ease, catering t their desires and delivering a memrable muntain experience means success as a ski teacher. Skiing is suppsed t be FUN, make it s. The cncept f skill develpment is the technical base fr teaching methdlgy. Skiing is analyzed as a set f skills that are blended t adapt t all variables that a skier can encunter. These five skiing skills are the cmmn denminatrs f any skiing: - Stance and Balance - Pivting - Edging - Pressure Cntrl - Timing and Crdinatin Page 5

6 Understanding these skills, hw they inter-relate, and their applicatin in varius situatins and ability levels gives an instructr a tl fr analysis and develpment. An effective Instructr assesses the skill level f the student, identifies weak areas. and imprves skiing thrugh drills, exercises, and situatins rather than learning a series f fixed steps. Students nt nly learn at different rates but yur apprach that wrked fr ne may nt wrk with yur next student. Variety in lessn appraches gives fresh insight and better results. The Lessn. Whatever wrks. In the ever changing skiing envirnment where the needs f each ur students with a variety f disabilities is different, there are n cnvenient templates that will wrk in all situatins. There is n right r wrng apprach, nly cnsequences t the instructr s decisins. Instructrs need a glbal understanding f adaptive skiing and situatins t adjust t any variables and make apprpriate decisins thrughut the lessn. The sequenced cmpnents f a typical ski lessn wuld be as fllws: - Lessn Planning. Assess yur student. See Chapter Tw. Knw yur terrain Lk at skills Assign achievable gals Develp strategies Guided mileage fr skill develpment - Technical knwledge. Apply yur technical knwledge t the needs f student. - Safety - Terrain - Explanatins - Demnstratin - Skill Assessment - Develpment Tactics - Feedback - Mileage and Practice Page 6

7 Safety. Yur first cncern is the safety f yur student. Cmmn sense and muntain awareness can avid prblems. Knw the Muntain safety rules, Skiers Respnsibility Cde, and ur VISAS accident reprting plicy. - Ensure yur student has the right clthing fr the day s weather - Ensure yur student has eye prtectin (gggles), skin prtectin, and head prtectin (helmet) - Ensure the ur equipment r equipment frm rentals is adjusted and wrks prperly, - Lk fr safe stpping areas, tucked away frm traffic. Keep mving in high traffic areas, belw knlls, and n narrw trails. - Have yur student stp belw and plan stps s there is rm t avid cllisins. - Alert yur student t traffic and terrain changes. - Create awareness fr ski area hazards and signage. - Thrughut the lessn educate yur student abut the Skier s Respnsibility Cde. - Ensure that yur student is familiar with the lifts yu will use. - Having yur student fllw yu can be a safety and cnfidence bster in tugh situatins. - Cnsider using a safety tether n yur student t emergency stp r cntrl speed in steeper terrain. Terrain can determine the success f a lessn. Chsing gd terrain and using it well speeds prgress and increases enjyment. - Knw the teaching areas n Munt Washingtn. Knw the cnturs and safe znes. - Psitin the student safely and in view - Ensure the cnditins and steepness are apprpriate fr the skill level. - Use slpe cnturs and fall-line t assist the task. Page 7

8 Explanatins/Cmmunicatin. Give a clear explanatin f what yu want yur student t d. - Shrt, clear, and accurate. As Instructrs, we all tend t talk t much. - Avid technical jargn. Use simple language. - A picture is wrth a thusand wrds. Perhaps a gd dem wuld be better than a lengthy explanatin. Dn t knw what t say? Then say, Watch me...nw, yu try. - Speak lud enugh t be heard clearly dn t mumble, speak slwly with enunciatin. - Talk t the student, eye cntact, use their name, be respectful, and make the student feel imprtant because he/she is imprtant. - Smile, be enthusiastic, shw sincerity, and share yur passin fr skiing with yur student. - Ask questins that are easy t answer psitively. - Be an agreeable listener. - Praise the perfrmance nt the persn. - Criticism shuld begin and end with a kind wrd r cmpliment. Demnstratins. Yur demnstratin must be crrect and clearly visible t yur student. - Exaggerate thse mvements yu want yur student t see. - Imitate the right mves while standing and rientating yur bdy s it makes sense t the student. - Only talk when skiing tward yur student. Skill Assessment. Student skis...hw did the student d? Identify any prblem, weakness, areas needing imprvement in the five skills. (stance and balance, pivting, edging, pressure, timing and crdinatin). - Priritize skills, and lk at ne r tw at a time. - Chse a skill t wrk n that is gd fr snw cnditins and terrain. - Skills are blended, and imprving ne will help the thers. Develpment Tactics. Once yu have identified a prblem r weakness in ne f the five skills...what t d abut it? A teaching tactic may be anther dem, an exercise, r as simple as a change f speed, terrain, r turn shape. Page 8

9 - Chse tactics that are related t yur skill assessment....place hands n yur knees and steer (pivting, steering) reach frward and ut with utrigger (pressure). - If a tactic wrks, repeat and build n it. - Match tactics t terrain. Feedback t yur student shuld be pleasant, psitive, and enthusiastic. This apprach will have psitive effect n yur student and build cnfidence. Feedback shuld supprt successes. Building n psitive experiences will create smiles and avid apprehensin and discuragement. - Be understandable and cncise. - Be specific. - Be directive. - Be psitive. Mileage and Practice. Build practice time in yur lessn with lts f skiing. - Lng sequences f turns if terrain and ability level permit. - Fllw the leader. - Ski behind and beside yur student. Encurage and cach. - Ski gates, games, leapfrg (human slalm). - Finish n a high nte. Success. Prgressin. The teaching prgressin can be brken dwn int six distinct lessns fr skiers with any disability, standing r sitting. The sequence may be mdified depending n the needs and prgress f the student. Lessn One. Intrductin t Equipment Lessn Tw. Walking, climbing, sliding, turning, rising after a fall. Lessn Three. Straight running, braking Page 9

10 Lessn Fur. First turns, wedge turn, braking, stpping. Lessn Five. Linked turns, wedge serpentine, parallel serpentine. Lessn Six. Parallel turns t advanced skiing. Page 10