Snowstar Snow Sports School

Transcription

1 Snowstar Snow Sports School Founded 1962 An Overview Total Members: Total Instructors: President/Owners: Director of Skiing: Director of Snowboard: 430 (approximately) 60 (approximately) Howard Bailey, Steve Daase Steve Daase Margaux Potter INSTRUCTOR TRAINERS SNOWBOARD Rick Brudny Eric Gran Lorraine Hastings Alina Hummer Elliott Potter Margaux Potter Steve Sievers Jan Seybold SKI Craig Auterman Howard Bailey Gary Berg Steve Daase Jane Larson Dinah Nahin Paul Rosenberg Steve Sievers Our Motto: Safety, Fun and Learning 1

2 THE DUTIES OF INSTRUCTORS ON SNOWSTAR TEACHING TRIPS ALL - Every instructor on staff is expected to ride the buses to the area. ALL - Be on time at the bus pickup area Check-In members and help members get on and seated; then help keep order on the bus enroute. ALL - On arrival at the ski area help the kids off the bus and show them the way to the class assembly area at the hills. ALL - On the first trip to each area, we will take new members on a get acquainted tour. Assignments at bus arrival area. All instructors remain at the buses until released. ALL - Report immediately to class assembly area. Have paper work done, etc. We need all of you ASAP at line up to get kids moved out in classes. ALL - If you are assigned another task, report to line-up area upon completion. ALL - Don t stand around at line up; HELP the kids with equipment and to form into group locations as indicated and keep them interested. ALL - Senior Instructors will be assigned to beginner level lessons to get members off to a good start. ALL - When doing a maneuver or exercise with the class, remember you must do it perfectly. ALL - Help the class have fun. Be a part of what s happening. ALL - BE ON TIME for every class assignment period (that means 5-10 minutes early). ALL - Instructors must come to each class assignment period line-up. ALL - Be ready to clinic when assigned during one period per trip, maybe two if you don t go out with a class. ALL - Be at your bus at least 15 minutes before loading time and assist in re-loading the buses at the end of the day. ALL - If you are having trouble with any aspect of instructing or maneuvers, ask any of our trainers for help and we will work with you. ALL - MOST IMPORTANT Set a good example. Have fun and remember you are always on duty to help our kids inside and outside. IF YOU OBSERVE ANY UNSAFE ACTIVITY OR SITUATION, REPORT IT IMMEDIATELY OR ASSIST IN CORRECTING IT. Be all that you can be this year and you will be better for it as an instructor and as a skier or rider. * BE INVOLVED * COMMUNICATE * SET EXAMPLES * BE ROLE MODELS * THINK SAFETY * MAKE IT FUN * HAVE FUN * BE CARING * BE PATIENT GOOD SKIING AND RIDING 2

3 DISCIPLINE ON A SNOWSTAR TRIP First Stage Approach: These are intended to redirect energy. 1. Compliment with a request, You passed your lesson today, let s keep up the good work. 2. Sit with or near offending member. 3. Start a conversation intended to prompt input. What do you like best about Snowstar? 4. Involve offender, (on the way to ski area) how would you like to help gather lunches (on the way home) would you please get the wastebasket and pass it around to the members to put their candy wrappers, etc. in. Thank you. Second Stage Approach: For more serious issues. 1. State, I ll need to talk to your mother or father when they pick you up. Then do so, you may not need to discuss problems, but let the member know you didn t forget. 2. Introduce yourself to parents at pick up, take a moment to explain the ski school. 3. Request student to change seats, don t wait too long for this one. Doing it early sets the tone. 4. Usually, an involved adult presence will defuse situations, just stand near hot spots. 5. Ask for a member s membership card, don t demand it or try to take it. 6. Keep problems members on the bus to clean up, they will have to explain to their ride the delay. Final Stage: Serious issues (fighting, swearing, threatening behavior, inappropriate touching or out of control behavior). 1. Have the bus stopped, and radio for assistance from other buses. 2. Notify Joanne, Steve, Howard or Alan and they will escalate to parents. AVOID AT ALL COSTS!: 1. Threats, this is different from legitimate informing of consequences. Threats add fuel to a difficult situation and damage the leaders credibility. 2. Arguing with the member, this makes the leader a part of the problem not the solution. 3. Physical force, do not use any type of physical force or contact. 3

4 THE CLASS CARD SYSTEM SKIING General: Snowstar uses a class card system so that: - Students will know which class to go to. - Students will have a record of their progress. - Instructors will know the student is in the correct class. - Instructors will know what to teach in a given class assignment. The skiing progression has 6 major skill levels (cards) with varying numbers of sub-skills (or required sessions in the case of beginners) within each major skill level. The snowboard progression has 4 major skill levels (cards) with varying numbers of sub-skills (or required sessions in the case of beginners) within each major skill level. The student is always seeking to successfully complete a major skill and it s sub-skills to have his or her card punched showing that the sub-skill is achieved or the required session(s) completed. That means that the next unpunched sub-skill or required session is what the student will be working on next and is the class or session to which the student will next report. Specifics: All skill level cards are identified with the name of the major skill level and all (except beginner levels; Slider) have the minimum number of sub-skill or lesson boxes across the top (either numbered or with Int., Adv.). Each card (except beginner level of Slider) has several Lesson squares across the bottom. SKILLS GLIDER At the completion of every lesson, every student gets a Lesson LESSONS square punched, indicating a lesson was taken, even though the subskill for the class may not have been successfully completed. (i.e. students do not have to get a punch in the top section for every class) See procedures for Sliders later in this document. If, in addition to taking the lesson, a sub-skill was successfully completed, the appropriate numbered box across the top will also be punched. ( Cruisers and Rippers have Int. and Adv. Instead of numbers) it is not always appropriate to punch a hole across the top but it is always necessary to punch a Lessons square across the bottom. Tests and passing students to the next major skill level: The Shaper, Duster, Cruiser, and Ripper levels have a formal test requirement to pass to the next major skill level. For these levels, when the highest sub-skill level is successfully completed, the Test box is to be punched in addition to the sub-skill box and Lesson square. The student should then be advised to go to the Test class line up the following week. Punching the Test box confirms to the test class instructor that the student is qualified to be in the class. No one will be in a test class without their card. In all major skill levels below the above, the class instructor will decide if the student has successfully completed all the sub-skills and is to be passed to the next major skill level. When doing so, the final subskill box and the Lessons square are punched and the student is given the next major skill level class card with no punches in it. 4

5 (Class card system cont ) No class instructor has the authority to advance a student to the next major skill level without completing all the sub-skills. If you believe there is a special case, consult with a staff member. Beginner level procedures (Sliders): The Slider level has a differently formatted class card reflecting the requirement that beginners in these levels must have a class in each period for at least the first 2 regular teaching trips (i.e. in addition to the BOT session they may have attended). These cards have: BOT and Day 1 squares across the top DAY 2 and Day 2 squares and Pass across the bottom. The reason for this is to insure we know who was not at the BOT session and to insure we have the students in class for all three class sessions for two full trips. At the end of each of the three class sessions for Day 1, their first regular trip, one of the three squares is to be punched. This insures you have the opportunity to instruct the student what to do for the next period that day and at the end of the last class period. The same procedure applies to Day 2, their second regular trip. At the end of the second full day of 3 lessons, if the student is safely ready to move to the Glider level, the Pass is also punched and the student is given a Glider card with no punches. You then must give the student the appropriate instructions for where to safely ski, which lifts they can safely ride and when and where to report for the next trip s class. If a student is not ready to pass to Gliders at the end of two full days of lessons, bring the student to a staff member to arrange for special help. Punches and class cards are always at the Snowstar Table. BOT DAY 1 SLIDER PASS BOT DAY 1 SKILLS TEST #1 #4 SLIDER DUSTER DAY 2 PASS LESSONS SKILLS SKILLS INT. ADV. TEST GLIDER #2 CRUISER #5 LESSONS LESSONS SKILLS TEST SKILLS INT. ADV. TEST SHAPER #3 RIPPER #6 LESSONS LESSONS 5

6 SNOWSTAR SNOW SPORTS SCHOOL TEACHING GUIDE OUTLINE SLIDERS GLIDERS SHAPERS DUSTERS CRUISERS RIPPERS - Introduction to skiing - Gain confidence and control over new ski environment - Gliding / braking wedge and linked turns - Traverse with edge release and engagement - 2 days INSTRUCTOR PASS - Learning to skid during shaping phase of turn - Christy development - Christy action developed from the fall line through the turn finish - Minimum of 3 class periods INSTRUCTOR PASS - Advanced christy development, matching the skis earlier in the turn. - Christy action (skidding) developed from turn initiation to end through fall line. - Active steering and edge release of inside ski at turn initiation continues through the turn. - Movement of the Center Of Mass (CM) at turn initiation is developed. - Pole touch introduction and development. - Exploring most of the ski area. - Minimum of 3 class Periods TEST REQUIRED - Open parallel development, open stance - Active steering of the inside ski and center of mass movement at turn initiation must be fully understood - Pole touch refinement in conjunction with extension and flexion - Turn variations and refinement, rhythm and flow - Minimum of 5 class periods TEST REQUIRED - Parallel development and refinement continues - Narrower stance and turn variation development - Emphasize lateral movements over fore/aft movements - Introduction to dynamic skiing and early edge engagement and weight transfer - May ski more challenging terrain and higher speeds while maintaining rhythm and speed control - No limit to class periods TEST REQUIRED - Developing dynamic parallel skiing in all snow conditions and on all slopes - Refinement of timing, blending and dynamics - Refinement of duration, degree and intensity of dynamics - Exploration of turn variations at all levels of skiing - No limit to class periods 6

7 TASKS TO BE ACCOMPLISHED BEFORE PASSING TO NEXT LEVEL Sliders Gliders Shapers Dusters Cruisers - Basic Stance. - Gliding and breaking wedge. - Traverse. - Turn uphill from traverse using gliding small-wedge. - Turn uphill from traverse using stepping. - Complete turn using step-around turn. - Appropriate edge release and steering to start and finish turns. - Linked step-around turns. - Ride rope tow and chairlift. - Link skidded turns. - Vary shape and size of turns. - Return to center between turns. - Side slipping vertical and in traverse, emphasize proper edge release and engagement. - Matching of skis during shaping phase of turn (in the fall line). - Uphill Christy using appropriate edge release/engagement and steering of skis. - Properly timed pole swing and touch. - Cross-over of CM at initiation of turn. - Matching skis at initiation. - Active inside ski edge release and steering throughout the turn. - Return to center between turns. - Smoother, rounded turns, improved rhythm and flow. - Parallel turns with appropriate edge release and engagement, cross-over of CM, properly timed pole swing and return to center between turns. - Gravity or Patience turns. - Skating and skate turns. - Pivot turns. - Turns on easy bumps (if available). - Improved timing, blending and dynamics; rhythm and flow. - More refined parallel turns through timing, blending and dynamics. 7

8 Your Responsibility Code Skiing and snowboarding can be enjoyed in many ways. At areas you may see people using alpine skis, snowboards, telemark skis, cross country skis, and other specialized equipment, such as that used by the disabled. Regardless of how you decide to enjoy the slopes, always show courtesy to others and be aware that there are elements of risk in skiing that common sense and personal awareness can help reduce. Observe the code listed below and share with other skiers and riders the responsibility for a great skiing experience. 1. Always stay in control, and be able to stop or avoid other people or objects. 2. People ahead of you have the right of way. It is your responsibility to avoid them. 3. You must not stop where you obstruct a trail, or are not visible from above. 4. Whenever starting downhill or merging into a trail, look uphill and yield to others. 5. Always use devices to help prevent runaway equipment. 6. Observe all posted signs and warnings. Keep off closed trails and out of closed areas. 7. Prior to using any lift, you must have the knowledge and ability to load, ride and unload safely. Know the code. It's your responsibility. This is a partial list. Be safety conscious. 8

9 SNOWSTAR SNOW SPORTS SCHOOL PSIA to Snowstar Level Conversion Chart Professional Ski Instructors of America has it s own leveling system. This system is used by most ski schools in the country, but because we are centered around children, our system is different. Our levels at Snowstar were and are intended to be more easily understood by children. PSIA s system is strictly numerical. This chart will provide you with a rough idea of our level in comparison to that of PSIA. Certification Level Center Line Turn PSIA Level Snowstar Level 1 Wedge Turns 1 Sliders 1 Wedge Turns 2 Sliders 1 Wedge Turns 3 Advanced Sliders 1 Wedge Turns to 4 Gliders Wedge Christy 1-2 Advanced Wedge 5 Advanced Gliders Christy 1-2 AWC to Parallel 6 Shapers Turns 2 Parallel Turns 7 Dusters 2 Dynamic Turns 8 Cruisers 3 Dynamic Turns 9 Rippers 9

10 Four Basic Skills of Skiing The four basic skills of skiing are balance, rotary movements, pressure control movements and edging movements. Rotary, pressure and edging combine together to form the fourth skill of balance. Look at the chart below. When a person is first learning to ski, the skills are very separate (top diagram). Therefore, there isn t very good balance. By the time a person is doing dynamic parallel turns (bottom diagram), the skills have combined and overlap. This forms good balance. A Top diagram shows a beginning skier Edging Pressure Control Rotary Movement Balance Bottom diagram shows an advanced skier somewhere around the Cruiser level Edging Rotary Movement Balance Pressure Control B 10

11 PSIA Central Teaching Model Teach to the goal Choose appropriate activities / Exercises Set a goal Eliminate activities that do not help toward goal Use things that insure reaching the goal Monitor and adjust to students performance Watch and analyze students movement patterns Get students excited about learning Use small learning steps Show and tell students what to do Focus each activity to the goal Check for understanding Keep students moving and doing Provide positive feedback to reinforce Adjust by changing focus or type of activity / exercise Provide a closing Recap how day s activities built toward goal 11

12 Teaching Model 1. SELECT AN ATTAINABLE GOAL OR OBJECTIVE Agree upon goals with students Consider the lesson time limitations Be realistic 2. TEACH TO THE OBJECTIVE OR GOAL Choose each activity / exercise to help achieve the end goal Eliminate doing things that will not directly help students achieve their goals 3. USE THINGS THAT INSURE LEARNING THE GOAL (Principals of Learning) ANTICIPATORY SET Get students excited about what they are going to learn TRANSFER Use small learning steps based on the known skills of the student MODELING Show and tell students what you want them to do FOCUS Concentrate on the performance of the most important part of the activity or exercise CHECK FOR UNDERSTANDING Make sure the learner knows what you want them to do ACTIVE PARTICIPATION Keep students moving and doing 4. MONITOR AND ADJUST TO THE STUDENTS PERFORMANCE MOVEMENT ANALYSIS Carefully watch students movement patterns (identify strengths and weaknesses) REINFORCEMENT Provide positive feedback (reinforce strengths) ADJUST Have students make the necessary adjustments by changing their focus or by changing your choice of activity / exercise (eliminate weaknesses) 5. PROVIDE A CLOSURE Show how the activities achieved the goal Provide students with practice activities Invite students back to ski with you again so you can evaluate their progress 12

13 THE TEACHING CYCLE INTRODUCE THE LEARNING SEGMENT Establish and continually build rapport with students individually and with the group as a whole. Create a fun, open and supportive learning environment. Clearly define the general process and outcome of the learning segment. ASSESS THE STUDENT Inquire about previous experience with skiing and other sports. Determine ability level, expectations, goals, motivations limitations and concerns. Take students learning preferences into consideration. Provide desired amount of information at any one time (low, medium or high information). Find out the preferred type of feedback. Be sensitive to students patience level. Decide whether to focus on a process or outcome orientation. DETERMINE GOALS AND PLAN OBJECTIVES Work with students to select appropriate goals based on individual and group abilities and expectations. Plan learning objectives relevant to individual and group goals. Formulate a logical lesson progression. Choose suitable terrain and snow conditions for lesson activities. Provide correct amount of practice time. State general (group) goals as well as specific (individual) goals. PRESENT AND SHARE INFORMATION Vary styles of presenting information to be suitable to the situation. Styles include (1) cognitive explaining the rationale behind the technical, mechanical and tactical elements in a logical and concise manner, (2) visual creating clear and meaningful images of specific movements and patterns, (3) kinesthetic developing body awareness and sensations associated with different movements and (4) trial-and-error allowing students the opportunity to experiment with new information. Adjust pacing of information according to students capacity to receive it. Schedule in time for feedback and reinforcement. Address students attitudes toward process or outcome orientation. Divide the lesson into appropriate portions of information delivery, practice and skiing time. GUIDE PRACTICE Set practice tasks that are appropriately challenging. Include both process-oriented and outcome-oriented activities. Provide specific feedback to students. Reinforce student performance with appropriate comments. Use a variety of approaches to practice. Guide initial practice and prepare students for effective independent practice. CHECK FOR UNDERSTANDING Verify students level of physical understanding based on skiing performances that are consistent with the lesson objectives. Determine the students level of cognitive understanding by listening to and evaluating verbal statements and responses relating to the lesson objectives. SUMMARIZE THE LEARNING SEGMENT Review the learning segment goals and objectives and describe the degree of accomplishment to students. Preview the next learning segment and encourage further development. Establish independent practice guidelines for each student. 13

14 SNOWSTAR SNOWSPORTS SCHOOL TEACHING GUIDE SLIDERS LEVEL 1 Member Lesson Card is GREEN - Introduction to skiing - Gain confidence and control over new ski environment - Gliding / braking wedge and linked turns - Traverse with edge release and engagement - 2 days of classes, INSTRUCTOR PASS Overview - Familiarity with equipment new movements and environment - Learning ski basics of walking, straight run and braking/gliding wedge - Develop sensation of moving - Ability to vary speed and stop by controlling the size of turn - Introduction to turns w/downhill ski edge release - Forward rise and edge release at turn initiation - Both skis open as the tips are guided into the fall-line Outcome - Learn to stop and turn, ride lifts - Learn balanced stance/dynamic balance - Build confidence, improve control with linked rounded turns and turning to a stop - Ski the easier gentle slopes Safety Considerations - Proper clothing, skin & eye protection - Warm up and stretching - How to carry skis correctly and secure them - How to put on equipment - Consider traffic flow / look uphill before starting to ski / allow space for moving & stopping - Work from flat to gentle slope - Don t stop under lift - Lift usage explain loading & unloading and all lift operations - Area orientation, skill appropriate Terrain - Beginners areas with gentle slope and natural runout - Any flat smooth area - Shallow terrain, gentle hill 14

15 TEACHING GUIDE OBJECTIVES Day I Session 1 Session 2 Session 3 - Student introduction, equipment and area familiarity - Balanced stance - No skis, one ski, two skis - Standing, walking, climbing, sliding - Review balanced stance - Straight run - Gliding wedge & braking wedge - Traverse - Traverse to stop & control speed - Basic step-around turns - Basic step-around turns with downhill edge release - Lift orientation - Review balanced stance - Review traverse - Review basic turns with downhill edge release - Link turns Day II Session 1 Session 2 Session 3 - Review objectives of Class I - Area & lift orientation - Review balanced stance - Review traverse and linked turns with downhill edge release - Review objectives of Class I - Review balanced stance - Vary turn shape to control speed - Guided practice - Review balanced stance - Review traverse / linked turns with downhill edge release / turn shapes - Develop traverse and turn shape under varying conditions - Start to develop skid at end of turn - Develop quality mileage and guided practice 15

16 SLIDERS MECHANICAL / TECHNICAL FOCUS Balancing Movements: - Tall stance with weight balanced on whole foot and shin pressure on tongue of boot. Slight bend in ankles, knees and upper torso. - Beginning to identify and develop basic movement pattern. - Body moving with skis. - Low to tall stance - Foot to foot movements. - Pole swing and walking coordination. - Use poles to support body while stepping. - Pressuring boots fore and aft static and moving. - Slight forward position of mass when in motion. - Continued expanding range of motion and comfort zone. - Work from static to more dynamic position Rotary Movements: - Introduce foot/leg steering in walking, side stepping and straight running. - Turning ski while lifting it. - Alternately rolling ankle out, to release/reduce edge angle. - Small steps and changes in direction. - Ability to keep skis parallel while walking and side stepping. - Ability to keep skis tracking straight. - Turn feet to form wedge. - Steering of skis; releasing the appropriate edge and pointing tips or turning feet in direction of turn. - Basic steering of both skis. - Steering movements in the fall-line and across the fall line - Ability to steer left and right foot/leg equally, release appropriate edge. - Allow outside ski of turn to become progressively dominant. - Edge release of ski in intended turn direction. Edging Movements: - Develop basic range of edge angles. - Flat ski to walk, edged ski for side stepping. - Vary edge angles from gliding to braking wedge, soft edge for gliding, extreme edge for braking. - Develop edge angle to step from. - Maintain appropriate edge angle for gliding wedge. - Create braking with larger wedge and increased edge angle. - Ability to vary wedge size and edge angles. - Ability to control edge angle by increasing and decreasing edge. - Ability to traverse on uphill edges. - Reduce inside edge angle while maintaining or increasing the edge angle of turning ski. - Ability to steer ski up to an edge angle and down. 16

17 Pressure Control Movements: - Ability to go from foot to foot while walking. - Equal weight to weight transfer in straight run. - Equal weight distribution in gliding wedge. - Feel pressure in boot fore, aft and laterally. - Stress boot tongue engagement with shin throughout turn. - Weight on whole foot and sides of foot while climbing. - Develop range from ball of foot to whole foot to the heel. - Have slightly more weight on downhill ski in traverse. - Gradual increase of weight and pressure on the outside ski while turning. - The rounder the turn, the more pressure increases on the outside ski. - Ability to recenter mass between turns. 17

18 Sliders Lesson Plan #1 Session 1 - Student introduction, instructor & students, equipment and area familiarity - No skis, one ski, two skis on flat o Basic stance. o Standing, walking, climbing, sliding. o Step sideways, over poles laying on ground, up and downhill, identify edge use & feet and knees, use poles for support. o Turn in circle with tips together, tails together. o Turn feet to form wedge. o Practice small-wedge position. o Herringbone o Practice rolling foot to increase and reduce edge angle in small-wedge. - Fall and get up - Mirror each others movements sidestepping Session 2 - Introduction - Review previous lesson. - Emphasize basic stance. - Bullfighter turn. - Glide downhill to natural stop, practice flexing and stepping. - Gliding downhill, practice gliding and stopping wedge. - Slight direction changes in fall line, right and left. - Traverse to wedge stop. - Traverse and step uphill to stop. - Traverse and step up and downhill. - Practice wedge to open stance change up in traverse. Session 3 - Introduction - Review previous lesson. - Emphasize basic stance. - Practice steering and edge release from straight run and traverse. - Garlands - Fan progression to access fall line using stepping turns. - Try fan progression to access fall line using small stepping turns. - Lift orientation. - Emphasize edge release to start turn. - Link turns. - Quality mileage. 18

19 Sliders Lesson Plan #2 Session 1 - Introduction - Review previous lesson. - Review basic turns with appropriate stance and edge release. - Vary step around turn sizes by stepping feet faster or slower. - Add counting variations to create different turn shapes and speed. - Create awareness of progressively more pressure on outside ski during turn. - Define start and finish of turns and transition between turns. - Practice steering and edge release. Session 2 - Introduction - Review previous lesson. - Emphasize centering of mass between turns. - Actively point knee and foot of inside ski in direction of new turn this will increase edge angle and pressure. - Promote active steering of inside leg. - Work on rounding and finishing turns. - Utilize appropriate edge release and steering to start and finish turns. - Increase speed to allow for rounder turns. - Quality mileage. Session 3 - Introduction - Review sliders lessons. - Address any problem areas. - Utilize everything learned to develop good skiing habits. - Quality mileage. - Orient students on which runs and lifts they may use. - Explain importance of next lesson and where to place their skis during rest periods. - Cover basic safety concerns during all lessons as they come up and have fun! At the end of this lesson plan, the students should be able to ride some lifts, ski most green runs, be able to stop and turn on command and have a good basic stance on the skis. 19

20 SLIDERS ACTION PLAN #1 - Make students feel comfortable with you, their classmates, their equipment, the area, and the terrain. - Take your time to develop sound fundamentals and be clear and concise in your directions and demonstrations. - Ask questions to check for understanding. - Be aware of students needs, fatigue, fear and comfort. - Practice all movements with No skis, then One Ski, then Two Skis. - Walk around on flat in a variety of manners (forward, backward, sideways, in circles, etc.) and begin to help students understand a basic balanced position and balance in motion. - Emphasize basic stance. - Change directions on flat and encourage free movements. - Keep group together, but allow students to move at their pace. - Practice falling and getting up, maybe with one ski off. - Develop movements on flat first, then on small incline with a natural run out, then in motion. - Show how to form wedge by turning feet. - Practice rolling feet up on edge. - When practicing sideways stepping, emphasize the use of tiny steps. - Work on walking uphill, side step and herringbone. - Straight run should end on natural run out. - Develop control and stopping before turns. - Show students how to step turn on hill. - Introduce appropriate edge release and turning on shallow terrain. - Use traversing techniques to control speed. - Work on linking turns, mileage. - Review lifts, loading and unloading. - Advise students where they may ski, how to store their skis and about their next lesson. 20

21 SLIDERS ACTION PLAN #2 - Review material from first Sliders lesson. - Ask questions to check for understanding. - Talk to students while they are moving to break the static position and reduce tension. - Emphasize basic stance. - Explore the differences between the gliding and braking wedge. - Make sure students return to center between turns. - Encourage students to feel more pressure on the outside ski of turn. - Use traverse between turns to control speed. - Encourage rhythm, and flow, count 1, 2, 3, etc. - Maintain constant shin/boot tongue contact. - Make students aware that rounded turn shapes control speed and shallow turns increase speed. - Move feet faster or slower to make smaller or larger step-around turns. - Allow center of mass to move slightly ahead and to the inside of turn. - Emphasize edge release and steering of both ski tips to start turn. - Work on linking turns. Different turn sizes. - Develop matching at finish of turn. - Encourage students to become more dynamic by promoting changes in turn radius and speed. - Each run should have a focus, turn precision improves as skiing skills improve. - Students need to become aware of speed and timing. To anticipate control, look ahead. - Review lifts, loading and unloading. - Advise students where they may ski, how to store their skis and about their next lesson. 21

22 SNOWSTAR SNOWSPORTS SCHOOL TEACHING GUIDE GLIDERS LEVEL 2 Member Lesson Card is PINK - Learning to skid during shaping phase of turn - Christy action developed from the fall line through the turn finish - Minimum of 3 class periods, INSTRUCTOR PASS Overview - Matching skis during the shaping phase of turn - Expanding comfort zone (speed, balance and control) - Improve confidence on all green and some blue runs - Matching skis in the fall line Outcome - Work to eliminate wedge - Progressive pressure occurs on outside ski - More active steering of inside edge - Create skidding after matching skis - Round turn through improved edging and steering Safety Considerations - Review Your Responsibility Code - Identify runs not considered level appropriate - Control speed by turn shaping Terrain - All green and some blue runs - Most area lifts - General groomed snow conditions 22

23 TEACHING GUIDE OBJECTIVES Class I - Review variations of basic step-around turn. - Vary terrain conditions and speed to develop confidence. - Develop ability to control skis by varying turn radius. Class II - Introduce side slip static, vertical and diagonal (actively steering both skis). - Side slip garlands. - Incorporate into finish phase of turn, then link them. Add a rounder shape to the skid. - Varied step-around turns matching skis at the finish phase of the turn. - Quality variations and mileage. Class III - Review Christy and improve rounding of skid in the finish phase of the turn. - Vary the size and shape of turn in shaping phase of turn. - Develop earlier ski matching during shaping phase of turn approximately to the fall line. - Decrease amount of steps used to make a complete step-around turn. - Quality variations and mileage. 23

24 GLIDERS MECHANICAL / TECHNICAL FOCUS Balancing Movements: - More active range of movements while staying in balance, and varying speed and turn shape. - Ability to maintain centered stance while skidding. - Utilize open stance, fore/aft movements to maintain balance while continuing boot/shin contact - Encourage turning of both legs and feet to increase range of motion. - Traverse on one ski. Rotary Movements: - Active steering from shaping phase to finish phase of both legs and skis in the desired direction. - Inside leg steering to compliment outside ski during matching. - Developing round skidded turn shape - Matching inside ski, while maintaining steering with the outside ski Edging Movements: - Continue releasing the edge of the inside ski to affect edge change during turn shaping phase. - Steering of inside leg compliments edge release and edge change. - Basic awareness and some control over edging movements in turn. - Interplay of edging, pressure and steering to affect turn shape. - Varying edging to control and define turn shape, and reduce skidding. Pressure Control Movements: - Progressive pressure occurs on outside ski during shaping phase - Pressure adjustments during finish phase (fore/center) - Inside ski should be light to steer when matching. 24

25 Gliders Lesson Plan #1 - Introduction Instructor and Students - Warm-up and review, stressing connected turns. - Practice step-around turns varying radius and turn shape. - Combine all efforts with matching of skis at end of turn, no skid required but OK. - Improve traverse and step-around turns on easy terrain, build confidence. - Improve performance through practice and coaching, achieve some rhythm and flow. Gliders Lesson Plan #2 - Introduction Instructor and Students - Warm-up and review, stressing connected turn variations. - On side of hill, practice edge release exercises in both directions. - Develop vertical side slipping to side slipping across the hill emphasizing edge release and engagement by rolling the feet sideways. - Shallow turns from the fall-line while matching skis to skid finish. - Reduce amount of steps used in step-around turns, count amount of steps and try to reduce that number. - Emphasize edge release of inside turning ski while actively matching ski during skid. - Quality mileage while encouraging early matching from fall line and skidding and skidding skills. Gliders Lesson Plan #3 - Introduction Instructor and Students. - Warm-up and review the beginning Christy. - Review sideslipping: rolling feet away from or into the hill for edge release and engagement. - Practice falling leaf exercise, pressing fore and aft, etc. in vertical and forward sideslip. - Focus on steering both feet to control turn shape and blending. - Develop uphill Christy from a shallow slipping traverse, while turning both feet and skis gradually uphill. - Work uphill Christy closer to the fall-line in both directions. - Incorporate matching at fall-line in step-around turn variations. - Quality mileage, reinforce stance, balance, timing and motion for improved arc. 25

26 GLIDERS ACTION PLAN - Warm-up students and review wedging skills make sure students are ready to move on. - Develop basics of skidding - Linking various turns creating rhythm and flow will lead to better turn shape. - Work from static into forward sideslip from a shallow traverse terrain enhance. - Work on edge release and engagement, focus on rolling the feet. - Learning edge control in the sideslip is very important. - Vary speed and terrain in exploring completed turns to maintain control. - Matching should complement turn shape. - Students should be able to consistently match and skid their turns to finish on a consistent basis before proceeding to SHAPERS. 26

27 SNOWSTAR SNOWSPORTS SCHOOL TEACHING GUIDE SHAPERS LEVEL 3 Member Lesson Card is ORANGE - Advanced christy development, matching the skis earlier in the turn. - Christy action (skidding) developed from turn initiation to end through fall line. - Active steering and edge release of inside ski at turn initiation continues through the turn. - Movement of the Center Of Mass (CM) at turn initiation is developed. - Pole touch introduction and development. - Exploring most of the ski area. - Minimum of 3 Class Periods TEST REQUIRED Overview - Progressive pressure on the outside ski. - Initiate turn by moving CM forward and into the turn with appropriate edge release. - Both skis open as tips are steered into the fall-line. - Active steering of both skis, matching before the fall-line at turn entry. Outcome - Matching skis before the fall-line. - Improved confidence and control on most blue ski runs. - Comfort Zone continues to expand in varied snow and terrain conditions. - Building adaptation skills. Safety Considerations - Look uphill and around before moving on. - Identify runs not considered level appropriate. - Speed slightly increased but still controlled by turn shape and radius. Terrain - Most blue runs. - Most area ski lifts. - Groomed snow conditions still advised. - Uneven terrain for challenges. 27

28 TEACHING GUIDE OBJECTIVES Class I - Review the christy, sideslipping and uphill christy. - Focus on active use of the inside ski through the turn. - Continue active steering of inside ski through the turn including active matching at the finish. Class II - Introduce pole swing touch at initiation of turn. - Develop cross-over technique, movement of the CM during turn initiation and pole touch and inside ski edge release. - Work on developing rhythm and timing. Class III - Develop turn radius, shape and speed of advance christy. - Review and expand on pole touch timing at turn initiation. - Encourage more dynamic movements and range of motion to aid in turn performance to promote parallel turns. 28

29 SHAPERS MECHANICAL / TECHNICAL FOCUS Balancing Movements: - More active range of movements including introduction of diagonal directions. - Dynamic adjustments in stance while skidding. - Lateral movements for sideslipping. - Broadening range of speed, terrain and snow conditions. - Emphasize balance on outside ski and foot to foot movements. - Pole usage adds rhythm and timing to turning and breaks down static upper body. - Exploring angulation and de-angulation. - Expand lateral range of motion to improve turn initiation to completion. Rotary Movements: - Simultaneous leg steering. - Refining skidded arc of turn. - More finesse in use of inside ski at initiation. - Rounder turn shape and improved accuracy. - More active use of the inside leg and foot throughout turn. - Ability to vary degree and intensity of steering from active to passive. Edging Movements: - Progressive edging throughout the turn. - Progressive edging to match turn shape. - Earlier steering of inside edge to complete edge change. - Refine edge change movements, increasing and decreasing edge engagement and release. - Varying edging demands as turns vary from fall-line. - Progressive edging (angulation) to reduce skidding to enhance turn shape. Pressure Control Movements: - Pressure on the outside ski develops (ie. 70/30 relationship). - Progressive and increasing pressure on outside ski at initiation. - Lateral movements allow progressive and increasing pressure on turning ski throughout turn shape. - Pressure adjustments fore/center/aft. - Flexion and extension movements to absorb and create pressure. 29

30 Shapers Lesson Plan #1 - Introduction and warm-ups. - Review basic step-around turns. - Practice falling leaf exercise with some variation. - Practice hockey stops for improved steering and balance. - Focus on edge release of inside ski. - Blend crossover movement of CM with turn initiation. - Match skis at turn entry. - Quality mileage and variations to improve timing, blending and dynamics. Shapers Lesson Plan #2 - Introduction and warm-ups. - Introduce proper pole touch usage with static side hill exercise to establish swing, placement, rhythm and timing with diagonal extension and flexion.. - Shallow traverse with pole touch walk for pole retrieval. - Repeat poling exercises in a shallow traverse to improve technique. - Repeat poling exercises in stepping to matching garland exercise. - Repeat poling exercises in traverse using edge release and engagement garland exercise (skis parallel). - Use of poles to trigger centering before turn initiation. - Incorporate pole usage in advanced christy. - Quality mileage and variations to improve timing, blending and dynamics. Shapers Lesson Plan #3 - Introduction and warm-ups. - Review advanced christy with matching at or before fall-line. - Review pole touch action and timing. - Reinforce efforts by stepping uphill between turns to develop edge control, crossover of CM step turns with crossover of CM. - Link turns with weight transfer before fall-line and pole swing. - Time the active steering of the inside ski with the moment of crossover. - Quality mileage for improved performance and building confidence; reinforce stance, centering, timing, rhythm and flow. - Vary turns and build dynamics. Turns should appear blended with fluid motion and may resemble parallel turns. 30

31 SHAPERS ACTION PLAN - Warm-up students and review various turns and turn shapes confirm students progress. - Encourage active inside ski steering and progressive weight transfer. - Develop better steering, more edge and pressure control and a relaxed stance. - Incorporate crossover of CM at initiation. - Highlight ability to look ahead, read terrain and begin making adjustments. - Introduce and refine pole touch and timing. - Pole usage should complement edge release, active steering of the inside ski and turn shape, accompanied by lateral motion at initiation. - Varied mileage and practice to emphasize turn completion, stance and motion. - Students should be able to perform advanced christy with pole touch in varied conditions, turn shape and terrain. Turns may create some open parallel. 31

32 SNOWSTAR SNOWSPORTS SCHOOL TEACHING GUIDE DUSTERS LEVEL 4 Member Lesson Card is BLUE - Open parallel development, open stance - Active steering of the inside ski and center of mass movement at turn initiation must be fully understood - Pole touch refinement - Turn variations and refinement, rhythm and flow - Minimum of 5 class periods, MUST TEST Overview - Earlier weight transfer - Diagonal extension at initiation, movement of CM - Pole swing/touch Outcome - Beginning open stance parallel turns w/pole on all blue runs - Varying turn shape and speed control - Dynamics of ski become more significant - Students believe they are real skiers Safety Considerations - Match turn shape to terrain - Increase speed in a safe manner considering terrain, snow & trail condition - Discuss care, maintenance and adjustment of equipment Terrain - Almost all runs except most difficult - Varied terrain to meet tasks - Occasional bumps - Varied snow conditions 32

33 TEACHING GUIDE OBJECTIVES Class I - Review advanced christy with pole touch - Review uphill christy to fall line - Use fan method and timing of CM movement and edge release to develop open stance parallel turns - Incorporate pole touch and swing to emphasize timing at initiation - Experience for understanding Class II - Review open stance parallel turn with pole touch - Vary terrain and tactics of parallel turn - Focus on individual phases of turn during practice and development - Focus on primary skills at various phases of turn to improve performance - Quality mileage Class III - Review Class II open stance - Parallel turn - Improve skier dynamics and independent leg action through skating and skate turns - Focus on continuous and more dynamic motion, employ motion development in open stance parallel - Vary speed, snow conditions, terrain and tactics to improve confidence - Quality mileage Class IV - Review open stance parallel turns - Vary rhythm and shape in parallel turns - Vary stance from open to narrow - Practice turning on easy bumps with a pole swing, touch and plant - Quality mileage Advanced Classes (4 to 5 Students) - Individual needs to be addressed to improve the level of performance - Isolated skill development at each phase of turn - Coach timing, blending and dynamics - Practice on all terrain and conditions, vary speed and tactics - Quality attention and mileage with individual coaching 33

34 DUSTERS MECHANICAL / TECHNICAL FOCUS Balancing Movements: - Broaden the range of comfort; fore/aft and laterally. - Maintain centered tall stance with shin/boot tongue contact. - Ability to move CM laterally onto the scissored ski. - More dynamic; beginning to move forward and inside at initiation. - Absorbing bumps. Fore/aft movements. - Adjusting to changes; terrain, speed radius. Rotary Movements: - More simultaneous leg rotation. - More control over turn shape through increased steering. - Steering ski into the lateral step. - Active steering of both legs. - Continued steering throughout the turn. - Adding turning both feet and legs in bumps. - Exploring pivot vs. arc action in bumps. - Active/quick to soft/smooth Edging Movements: - Develop body angles to increase and decrease angulation. - From a flat gliding ski, to an edged ski, emphasize early edge change of inside ski. - Edge control to regulate turn shape. - More skid than carve in bumps. - Short skidded turns with edge sets. - Rounded turns, minimize skidding. - Progressive edging. - Making movements more diagonal and angular. Pressure Control Movements: - Weight shift begins prior to turn initiation with crossover move. - Increases throughout the turn. - Inside ski should be steered onto new edge to help matching. - Moving foot to foot with smooth transitions. - Pivot starts with equal weight. - Let pressure build on the outside ski. - Equal weight to early weight shift. 34

35 Dusters Lesson Plan #1 - Introduction/Warm-ups & Review o Instructor & Students o Stretching o Advanced christy w/pole touch o Medium radius turns - Link turns without step. - Christy fan; uphill christies from fall line to across fall line. - Wide track garlands. Focus on releasing edges by moving center of mass downhill. - Gravity turns, open stance. Focus on the inside ski tip releasing the edges by moving the CM into the fall-line. - Link turns and variations, emphasize range of motion and timing to enhance performance. Dusters Lesson Plan #2 - Introduction/Warm-ups & Review o Instructor & Students o Stretching & Aerobics o Open parallel medium radius turns w/pole touch - On easy terrain, plant pole and turn to a cadence. Change cadence. - Braking and gliding short turns highlight. - Step christies with pole plant. - Patience turns to draw out initiation. Steer tips into fall-line then use active finish. - Adjust the speed of the pole swing to match turn radius. Short turns = Quick pole swing, long turns = slower. - Narrow stance on easy terrain while maintaining rhythm and turn shape. - Repeat variations with quality mileage stressing timimg, blending and dynamics. Dusters Lesson Plan #3 - Introduction/Warm-ups & Review o Instructor & Students o Stretching & Aerobics o Open parallel variations - Review basic skating movements on flats without pole usage. - Add a double pole push prior to scissored step. - Do with short steps and long glide. - Relay races for fun. - Skate turns in fall-line. After stepping onto scissored ski, steer it into fall-line, then push off into skate and again steer into fall-line. Use flat gentle terrain. - Extend efforts to various turn shapes, speed and terrain. Emphasize diagonal movement of CM at initiation of turn. 35

36 Dusters Lesson Plan #4 - Introduction/Warm-ups & Review o Instructor & Students o Stretching & Aerobics o Open parallel variations o Skate turn variations - Traverse across bumps to develop absorption in legs, good body position and fore/aft balance. - Stand on a bump. Plant pole on top of bump and pivot skis in both directions. - At slow speed, plant pole on bump and pivot skis around bump. - Link turns with pole plant using the tops of bumps. Turn on every bump if possible (or every other one). - Smooth out and vary speed, angle and turn shape. Reinforce proper movement pattern. Dusters Lesson Plan #5 - Introduction/Warm-ups & Review o Instructor & Students o Stretching & Aerobics o Open parallel variations o Skate turns and bumps - Individual attention as required. Repeat exercises in previous lesson plans as applicable. - Address individual turn phases initiation, shaping, finish. - Address skills balance, rotary, edging, pressure. - Reinforce center line characteristics stance, rhythm and flow movement of CM, appropriate edge release, etc. - Promote timing, blending and dynamics. 36

37 DUSTERS ACTION PLAN - Warm-up students and review advanced christy with pole touch. Make sure students are ready to move on. - Watch students and assess strong and weak skills to determine proper exercises. If possible, provide an individual focus for each student. - Make sure students are comfortable with the terrain before introducing new mechanics. - Steering and rotary exercises should be reviewed and expanded upon. - Sideslipping, uphill christies and side hill garlands help the student learn the relationship between edging and rotary in creating turn shape. - Increasing speed in linked turns contributes to easier matching. - Highlight moving the body forward and downhill at the turn initiation. Focus on inside ski engagement. - Encourage active use of CM; forward and inward pressure with the knees and ankles helps control parallel turn shapes. Inside leg steering is complementing the arc of the outside ski. - Turn is fairly spontaneous if you have worked on the build up exercises. - Choose enough speed to make turns easy without causing fear or intimidation. - Explore how edging and rotary skills are intermixed to create the desired turn shape. - Skidded short turns are functional on narrow or steeper terrain. - Encourage a narrow, but open stance when terrain and speed are within the student s comfort zone. - To facilitate better parallel turns and improved control, work on commitment at turn initiation and completion. - Encourage the flow between turns. Use turn shape to control speed rather than braking movements which discourage the flow the CM. - Skating is one of the best and most practical balance and agility exercise with long term applications. - With an energetic push-off, move the body up and forward onto the scissored, gliding ski. Legs and arms move in the direction of the scissored ski. - Good skating form is the first priority, turning is secondary. - To create a skate step turn, soften the dynamic action of the step. Start in the fall-line and keep turns close to the fall-line. Gradually work to rounder turns. - Look for smooth round bumps that allow easy pivoting of skis. - Show students how to select a line that will control speed and minimize traversing across too many bumps. - Each bump represents a complete turn. Look ahead. - Use the pole plant to assist balance and provide support. - When skiing give each student a specific task or focal point. - Give feedback relative to his/her task or focus. - Check for accuracy, perception and understanding. - Take existing skills and apply them to new terrain and snow conditions. - Vary the degree of intensity. Explore the range; aggressive, stylish, efficient, cruising, etc. 37