Portfolio User s Guide

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1 Portfolio User s Guide Written by - Joan Rostad, author, PSIA Professional Development Portfolio, edited with permission The current PSIA- Mission states that we support our members, as a part of the snowsports industry, to: n Develop personally and professionally n Create positive learning experiences n Have more fun. Using the PSIA- portfolio will help you meet the objectives stated in PSIA Mission Statement. The Portfolio is intended to be used as a road map (where you have been and where you are going) that will help lead you on a successful journey as you seek more information (Education) or strive for Certification, or both. By using the portfolio, you will find yourself better prepared to serve your customers and prepare for the examination (validation) process. To help ensure the success of the program, we suggest that you develop a group of other instructors at your local area to work with on your common goals. Together you will be able to develop your portfolio and give feedback to one another. Ideally your lead Trainer would be someone who has completed the Trainers Development Program (documentation is available on the PSIA- web site (psia-.org). You may want to have a Level III skier coordinate the portfolio development at your local area. This will help provide consistent direction of your area s training. The portfolio would then serve as a trainer s guide. The Level I portfolio serve several functions. n They help guide ski school training to ensure that a broad range of training topics are addressed. n They will help ski schools monitor the progress of an individual instructor s progress. n They will provide you with a clearly defined direction. The Portfolio needs to be a part of your own personal training plan. This process will strengthen member s knowledge and skill levels. But, most importantly, it will involve the local area trainers and school directors in the process. Active participation by all will make all of us better. The portfolio process will also make a direct connection to the PSIA- trainers development program that is already in place. The goal is to help you create an educational pathway that ensures you will be more prepared as a snowsports instructor. Completion of the portfolio requirements does not ensure success during exams; however, it does verify your training involvement. It involves taking personal in-depth ownership of the knowledge and skills that you are exposed to through the portfolio process. Completing Your Portfolio Your area trainers can help guide you through completion of your portfolio using a combination of indoor and on-hill activities. Your area trainer can help you check each category in your portfolio.

2 Level I Portfolio The portfolio provides a way for instructors to anchor their learning from: n Training clinics n Required reading n Dealing with real problems at work n Reflecting on what happened and why n Participating in solo and group exercises, discussions, and debriefs n Taking responsibility for keeping track of their progress, completing the recommended tasks and activities, and asking for help when they need it. n Provides a context for mentoring n Outlines a training program to fully prepare ski instructors for each level of PSIA certification, thus ensuring higher rates of success at exams and greater conformity to the national standards at each level n Assists ski schools in developing qualified personnel Completing Your Portfolio It is recommended that your area trainers help guide you through the completion of your Portfolio. Use a combination of indoor and on-hill activities to enhance this process. Combined with the Trainers Development Program you have a complete Snowsports School training program. The Portfolio can be used as a tool to: n To help keep track of your portfolio progress and check, off the areas that you have completed. n Keep notes in your portfolio for future reference. Resources Several sources of information are useful for studying the topics covered in this portfolio. The following is just a partial list of readily available resources. PSIA-C web site: PSIA National web site: n PSIA-C Level 1 Study Guide n PSIA-C Professional Knowledge and Glossary n PSIA-C Newsletters n Alpine Technical Manual: Skiing and Teaching Skills, 2nd edition n Core Concepts for Snowsports Instructors n PSIA Children s Instruction Manual n Children s Instruction Handbook: Alpine Skiing and Snowboarding n PSIA Stepping Stones Pocket Guide n PSIA Certification Standards n PSIA Effective vs. Ineffective Skiing Cue Cards n PSIA Stepping Stones n PSIA National 32 Degree Magazine

3 Movement Analysis Exercises - see pages in the PSIA Alpine Technical Manual - 2nd Edition Repeat the following movement analysis sessions multiple times with your trainers (on hill or with video) and identify how skillfully the basic skiing movements are applied. Suggested topics: MA Session 1 (Basics Review: Directional Movements, Fore/Aft Balance, Lateral Balance and Pressure, Rotational/ Guiding Movements, Progressive Increase/Decrease of Edge Angle, Flexion and Extension Movements). STANCE: (Where is the skier s weight?) NOTES: MA Session 2 TURNS: (What is happening during the initiation of the Turn?) NOTES: MA Session 3 TURN SHAPE: (What is the shape of the turn in the snow? What are the skis doing throughout the turn?) NOTES: MA Session 4 USE OF SKILLS: When and where (in the turn and the body) are edging movements - rotary movements and pressure management movements occurring? NOTES: MA Session 5 (On hill analysis of your peers and trainers with prescriptive feedback and improvement planning.) NOTES:

4 Teaching Application 0 Teach the public through the beginner/novice zone. 0 Demonstrate appropriate safety awareness with regard to loading and unloading lifts. 0 Demonstrate safe terrain choices based on the skill, needs, physical, and psychological development of your students. 0 Demonstrate consistent application of the Responsibility Code throughout the lesson. Basic Teaching Topics - see Stepping Stones in the Level I Study Guide available on-line at Describe how you would coach skiers to learn the movements needed to accomplish each of the following tasks. 0 Introduction to the sport of skiing. 0 Introduction to the Movements. 0 Flex and Extend for Fore/Aft Balance 0 Rotate Feet 0 Tipping of the Feet from Edge to Edge 0 Balance on the Little - Toe Edge 0 Stepping Boots Through an Arc 0 Walking the S Line. 0 Side-Stepping Up and Downhill 0 Introduction to Movements with Skis. (Repeat on one ski on (One Foot, then the Other) 0 Gliding on One Ski 0 Stepping Through Ovals 0 Herringbone 0 For more teaching topics see the Level I Study Guide where 3 different Pathways: (Wedge Pathway, Hybrid Pathway and Parallel Pathway) are outlined.

5 TEACHING ASSIGNMENT EXAMPLES LESSON PLAN #1 EXAMPLE (Never Ever Skiers) This is the first time your students have ever skied and they need to be introduced to every aspect of the sport. Everything is new to them. These students want to discover the excitement of skiing to feel the wind on their faces and experience the freedom of gliding across the snow. Your job as a teacher is to Focus on The Skills Concept (Balance, Rotary, Pressure & Edging) Teaching Model 0 Develop Trust 0 Assessing Movements 0 Build a Learning Environment 0 Use Activities to Promote Learning 0 Provide Feedback 0 Debrief and Closure the Learning Segment Outline Lesson Plan in chronological order of development. Cite examples of Exercises you would use to teach a person at this level (have enough for each member of the group to demonstrate) Goal: Introduce students to the excitement of skiing. Help them become comfortable with their new surroundings. 0 This Station should include a minimum of: 0 Appropriate Terrain Selection 0 Exercises with skis off 0 Exercises with skis on 0 Walk 0 Stop 0 Climb 0 Gliding across flats 0 Straight Run For more information review the PSIA-C Level One Study Guide available at PSIA-C Web Site

6 Teaching Logs Log entries allow you to track your teaching and provide a tool for you to practice and discuss your lessons with trainers. Make additional copies of the log sheet as needed Look at the sample log below. Be brief but thorough in your lesson review. Your log should: 0 Be descriptive enough to be understood by others 0 Be reviewed by others in a timely fashion to make your discussion more valuable Focus on the teaching basics presented in this section as you give your lesson. Have fun, but also make sure you do the following: 0 Discover your student s expectations and what they want from the lesson 0 Assess your students basic movements/skills 0 Identify your students important strengths) to better understand their skiing 0 Develop a clear and relevant lesson goal for the student(s) 0 Identify a specific technical focus that would help the student(s) attain goals. Date Guest Age Group Experience Zone Hours 1/1/ & 7 Beginner 1 Describe your student basic movements/skills: This is the first time your students have ever skied and they need to be introduced to every aspect of the sport. Everything is new to them. These students want to discover the excitement of skiing. to feel the wind on their faces and experience the freedom of gliding across the snow. Describe your lesson: The first thing we did was get to know each other. For fun we came up with Team Name (Space Rangers). Then we gave everyone individual names. We played around by doing Trains (follow the leader). We did some other games so that I could assess their movements. We were able walk like a duck and they loved making (quack-quack) sounds. We played a game of red light/green light. They all had a lot of fun and were looking forward to next week.

7 THE SKILLS CONCEPTS - pages 8, nd Edition Alpine Technical Manual The Skills Concept is the theory that all skiing movements can be categorized into four major headings: balancing movements, rotary movements, edge control movements, and pressure control movements. The Skills Concept was developed by the Professional Ski Instructors of America. Movements are what you do with your body. Motion is your dynamic state as you ski down the mountain. The focus is to stay balanced into the future. n Stay in balance while moving. n Rotate the back, hips, legs, and/or feet to help turn the skis. n Tip certain body parts to edge the skis. n Control pressure along the skis to shape the turn and handle changes in terrain and snow conditions. SKIING SKILL Balancing Movements Edging Movements Rotary Movements Pressure Control Movements LEADS TO Maintaining balance while in motion. Aiding in adjusting the edge angle of the skis in relation to the snow. Turning and guiding the skis. Managing and manipulating pressure variations between the skis and the snow. SKIING PRINCIPLES These principles reflect the evolution and integration of the Skills Concept into contemporary skiing movements and current knowledge about how people learn motor skills. The Principles include: MOVEMENT POOLS and BLENDS, Pools are broad categories of body movements in skiing that involve a range of application. Pools consist of movement options that a skier can feel and do, and are observable in efficient skiing, called Movement Blends. TACTICS, Refers to selecting movement blends, timing, duration, intensity, rate and direction to affect desired ski performance and to accomplish goals. Tactical decisions will be truly effective when the ranges of movements are explored and learned. The blending and effectiveness of movements will only be positive if the skier has a mental image of the turn path ahead.

8 MOVEMENT POOLS and BLENDS SKIING PRINCIPLES continued Adjusting Stance n Open stance: Feet, knees and legs are loose and adaptable, functionally apart. Not a pre-determined distance. n Shoulders are forward of the hips. The spine fairly erect, but flexible. n Ankles are soft/supple to allow intricate movements, refinements and constant adjustment in the foot, and promotes balancing over the whole foot. n Upper/Lower body independence. n Torso maintains a functional tension that allows the legs to twist, steer, push and pull forward and back. n Dynamic balance involves seeking shin contact with boot tongues. n Upper body positions the arms (the arms may take the upper body out of position). n Pole swings to help strengthen the angles and complete the current turn and/or to help release angles and direct movements into the new turn. Flexing and Extending n Ankles, knees, hips and spine flex and extend to balance while in motion. n Knees, hip and spine flex and extend to manage pressure, which may be active (skier induced) or passive (terrain/turn dynamics/gravity) induced). n Ankles flex and extend as a primary action to distribute pressure fore and aft. n Entire body is involved in balancing with harmonious movement of all the joints. Some joints may be flexing while others are extending. Moving Foot to Foot n Balance on the outside supporting ski. The inside ski may be grounded to utilize both skis for dynamic smooth skiing. n Weight re-distribution ranges from deliberate stepping onto the new outside supporting foot to a subtle blend moving from outside, through two feet, to the new outside foot. n How much weight to apply to each ski is a tactical choice by a skier for the terrain, speed, snow conditions and turn shape. n Lead change from inside leg activity functionally increases as skis move through the turn, allowing adjustments in edging and fore/aft pressure distribution.

9 Tipping the Feet and Legs SKIING PRINCIPLES continued n Edges are released and engaged in one smooth movement to enhance parallel skiing skills. n Inside, initiating leg tips laterally to facilitate outside leg tipping. n Feet, legs, and hips tend to move diagonally (forward and laterally) to release and engage the edges. n Body inclines enough to involve the large muscle groups in engaging the edges. n Body inclines enough to involve the large muscle groups in engaging the edges (feels like the skeleton is aligned and efficiently involved in turning). Angulation aids in increasing edge angle. n Shoulders are level, or level out through the turn. n Feet slightly pronate and supinate inside the boot, helping to create sensations of tipping the boot with the foot. These movements also enhance sensory feedback from the snow. Twisting the Feet and Legs n Twisting movements that directly affect the skis originate in the feet and legs (i.e., rotating the legs in the hip socket). n Legs twist more than the upper body, (i.e. upper body is stable). n Legs and feet twist to steer the skis, controlling the direction they are pointing. Hips, torso, or arms may become involved as aids in extreme situations. n Countering and anticipation angles are developed, rather than positioned. n Magnitude of countering movements of the hips and shoulders is independent of twisting movements of the legs. n Inside half of the body leads through the turn. * Skiing Principles are adapted from the skills concept developed by the Professional Ski Instructors of America, used with permission. Val and Beaver Creek Adult Alpine Teaching Handbook, 2001, Vail Resorts Management Company, pages 5-7, written by Carol Levine. use with permission.

10 OUTLINE OF THE SKIING CONCEPTS Page 8 and (Skills Concept) in the 2nd Edition of the Alpine Technical Manual STANCE, BALANCE AND DIRECTIONAL MOVEMENTS 0 The skier is in balance when he or she can have a positive, selective effect on any of the skills with either leg at any time. 0 The entire body is involved and participates in balancing. The focus is on balancing in the future. 0 Versatile/adaptable stance: relates to the functionality of the feet and the desired outcome rather than a specific measured distance of separation. 0 The position of the hips over the feet (fore/aft) will play a major role in the parallel relationship of the skis and promote the ability to use corresponding edge angle. Understand that you may adjust this relationship as you encounter changes in terrain and snow conditions. 0 Flexion movements that originate from the ankle support movements through the boot cuffs. Settling in the knees and hips could necessitate a re-centering move that may be seen as diverging ski tips and/or a sequential edge change. FUNCTIONAL BODY ALIGNMENT 0 Functional body alignment (strong inside half) refers to the ability to maintain the entire inside half of the body (foot, knee, hip, arm, hand and shoulder) in an appropriate alignment for the desired outcome. The amount of lead in the ski tips should match the alignment of the body and is influenced by the pitch of the slope. 0 As the turn develops, the focus on keeping the inside half of the body higher and ahead of the outside half. 0 The relationship between the upper and lower body is a key factor in maintaining balance against the outside ski throughout the turn. 0 The core supplies strength and functional tension to the inside half of the body and facilitates the ability to actively steer the legs. 0 Strongest angles are developed at the apex of the turn. 0 During turn transitions, the lower body releases and realigns with the upper body. 0 We create the image of arcing into the apex versus just arching away from it. 0 Ski into and out of counter rather than making a strong counter movement.

11 EDGE RELEASE/EDGE ENGAGEMENT 0 Focus on moving forward, in the direction of the new turn, and through the boot cuffs. 0 Both skis should move to the new edges simultaneously versus sequentially, while you strive to maintain ski/snow contact. 0 Edge release and re-engagement should happen in one fluid movement. 0 The positive engagement of the skis tips should draw you into the turn versus displacing the tails to start the turn. 0 Strive to use the skis design as effectively as possible. Note: Look for reasons why the skier may be forced into a sequential edge release pattern. It could be because the center of mass has not moved forward enough. Is there excessive lead change to initiate edge release? PRESSURE CONTROL MOVEMENTS 0 Lateral weight redistribution is a component of pressure management. It can happen progressively or abruptly, depending on the desired outcome. 0 Maintain strength in length of the outside leg throughout the shaping phase of the turn unless yielding to the influence of terrain or snow conditions. 0 Tactics, terrain, snow conditions, speed, and turn shape all affect the forces a skier experiences. they will impact the pressure control movements needed to manage these forces. POLE USAGE/ARM MOVEMENTS 0 Appropriate pole use can help secure/maintain the present turn or initiate the next turn. 0 Proper pole use requires discipline and accuracy of arm movements a skier may use a pole swing but not always pole plant. 0 The upper body and core position the arms, and likewise the arms can take the upper body out of position.

12 Professional Ski Instructors of America - VISUAL CUES of EFFECTIVE SKIING BALANCE & STANCE (EFFECTIVE SKIING) The skier is in balance when he or she can access and affect any of the skills throughout each turn. 0 The entire body is involved and participates in balancing. 0 Flexing activity originates from the ankles and is supported by the knees, hips, and lower back. 0 The hips are centered throughout the turn, promoting a movement forward through the finish and into the new turn. 0 The inside leg shortens as the outside leg lengthens, setting up alignment and balance with weight on the outside ski. 0 The upper body remains more vertical than the lower body throughout the shaping and finishing phases of the turn, creating body angles, which align balance over the outside ski. 0 The inside hand, shoulder, and hip, lead the turn shaping and finish, resulting in a countered relationship between upper/lower body (degree of counter is related to turn size and shape). 0 The inside hand, shoulder, and hip lead the turn shaping and finish, resulting in a countered relationship between upper and lower body (degree of counter is related to turn size and shape). 0 The skier s hands are in front of the body to aid balance. EDGING MOVEMENTS (EFFECTIVE SKIING) Edging allows the skier to direct the skis to control turn radius, shape, and speed. 0 The edges are released and re-engaged in one smooth movement. 0 Both skis tip the same amount early in the turn, with the strongest angles developing in or near the fall line. 0 The shins make forward and lateral contact with the boot cuffs as the skier rolls the skis onto the new edges. 0 Tension of the inside leg helps maintain alignment. Flexion of the inside ankle directs movement forward and laterally for edge-angle adjustments ROTARY MOVEMENTS (EFFECTIVE SKIING) Rotary movements involve turning some part of the body relative to other parts. Combined with other skills, rotary movements allow the skier to change direction more efficiently. 0 The skier s legs turn underneath a strong/stable torso to help guide the skis through the turn. 0 Both skis and legs turn together through a parallel turn, with femurs turning in the hip sockets (instead of the entire hip coming around). 0 The skis are tipped and turned an appropriate amount to create a smooth, C-shaped arc. 0 Rotary (steering) movements, which re-direct the skis at turn initiation, are matched in timing and intensity by tipping the skis to prepare for increased forces caused by edge engagement. 0 Rotary movements should be progressive, except for athletic moves needed to recover balance. PRESSURE CONTROL MOVEMENTS (EFFECTIVE SKIING) Pressure control provides the element of touch that promotes a smooth ride at any level of skiing. 0 The skis flow evenly and smoothly over the terrain, aided by the skier s joints working together to manage ski-snow interaction. This requires effective pressure management, including both the application and release of pressure (sometimes resulting in one or both skis being off the snow). 0 The skis bend progressively throughout the turn, with the entire length engaged. 0 Pressure adjustments during the turn will alter the timing, intensity, and amount of pressure redistributed along the skis and from foot to foot. 0 The pole touch or pole plant complements the turn. 0 The skier s upper body remains quiet and disciplined. DIRECTIONAL MOVEMENTS (EFFECTIVE SKIING) Directional movement entails moving forward into the new turn using gravity and the skis. 0 The skier extends into the direction of the new turn to change edges. 0 The skis continue to move forward along their edges throughout the turn. 0 The skier continues to move forward with the skis throughout the turn. 0 The ankles, knees, and hips roll forward and laterally to move into the new turn. 0 The skier keeps his or her vision forward, looking in the intended direction of travel. 0 The pole swings smoothly in the direction of travel.

13 Professional Ski Instructors of America - VISUAL CUES of INEFFECTIVE SKIING BALANCE AND STANCE (INEFFECTIVE SKIING) Lack of proper balance and stance makes it difficult to access other skills and learn new movements. 0 Some of the skier s joints flex too much, and others not enough. For example, too little ankle flex causes the hips to stay behind the knees (weight too far back), while too much ankle flex causes the skier to bee too far forward. 0 The upper body is tipped to the inside throughout the turn. 0 The inside ski bends more than the outside ski. 0 The skier is stiff or static and gets bounced around by the terrain. 0 The skier s hands and hips are behind the feet. EDGING MOVEMENTS (INEFFECTIVE SKIING) Without appropriate edging skills, the skier is unable to control the radius, shape, or speed of the turn. 0 The skis tip onto an edge late in the turn (in or after the fall line), creating a fast and heavy edge set at the end of the turn. 0 The skier stands straight up before moving the turn or moves up and back instead of in a diagonal direction toward the new turn. 0 The skier uses extra movements, such as lifting the inside ski or stemming to change edges. 0 The skier may over-flax the hips or knees to tip the skis onto an edge. 0 The skier s movement into the turn is inaccurate, causing loss of alignment and balance. PRESSURE CONTROL MOVEMENTS (INEFFECTIVE SKIING) When pressure control is lacking the skier looks as if she or he is fighting the terrain rather than working with it. 0 The skis and the skier get bounced around by the terrain. 0 The skier is mostly on the back front of the skis throughout the turn rather than balanced in the middle of the skis. 0 The legs do not exhibit flexion and extension in response to changes in terrain. 0 The legs do not exhibit flexion and extension in response to forces in the turn. 0 The pole plant is erratic in timing and direction. 0 The upper body is flailing and undisciplined. ROTARY MOVEMENTS (INEFFECTIVE SKIING) Without proper rotary movements, control deteriorates in difficult terrain because the skier cannot use the legs properly. 0 The shoulders and/or torso initiate the turning of the skis. 0 One ski stems or steps to begin the turn. 0 The skis pivot or skid throughout the turn, creating a Z-shaped turn. 0 The skis turn too quickly, causing overturning, or do not turn fast enough, causing overturning. DIRECTIONAL MOVEMENTS (INEFFECTIVE SKIING) The skier who fails to use directional movements is moving against gravity or away from the turn. 0 The skier moves vertically upward before moving into the new turn 0 The skis pivot or skid as the move through the turn. 0 The skier s outside (downhill) hand, shoulder, and hip lead throughout the turn. 0 The skier is looking directly at the ski tips or down at the snow. Limiting vision. 0 The pole swing is directed too close to the tip of the ski or too far behind the foot instead of the direction of the new turn. Used with permission. Copyright 2005 by American Snowsports Education Association Education Foundation. All rights reserved. No part of this work may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means - electronic, mechanical, photocopying, recording, or otherwise - without the prior written permission of the American Snowsports Education Association Education Foundation.

14 Resources to enhance your Professional Development NEW 2010 PSIA Alpine Certification Standards The following are all available on the PSIA National Web Site: PSIA Alpine Technical Manual: Skiing and Technical Skills, 2nd Edition PSIA Core Concepts for Snowsports Instructors Children s Instruction Manual, 2nd ed PSIA Movement Matrix Video Segments Alpine Technical DVD Alpine Stepping Stones Pocket Guide Alpine Movement Assessment Pocket Guide, 2nd ed Alpine Entry-Level Guide for Children s Instructors Tactics for All-Mountain Skiing Park and Pipe Instructor s Guide Cues to Effective/Ineffective Teaching Vail-Beaver Creek Handbooks For More Education Materials Please Check Our PSIA-C Web Site:

15 TECHNICAL KNOWLEDGE OF YOUR OWN SKIING BEGINNING OF SEASON Complete a video review of yourself skiing short radius and dynamic parallel turns. So that you can gain a better understanding of your own skiing. Seeing is believing. Review your turns and express changes and improvements you plan to make. In other words, outline your goals for the upcoming season. At the end of the season you will conduct a similar review of yourself to see how you did. STANCE, BALANCE AND DIRECTIONAL MOVEMENTS YES NO n Balanced - selective effect of skis with either leg at any time? 0 0 n Balance into the future? 0 0 n Position of the hips over the feet (for/aft) 0 0 n Flexing activity originating from the ankle to support movements through the book cuffs? 0 0 FUNCTIONAL BODY MOVEMENT n Strong inside half? Tip lead matching the alignment of body? 0 0 n Inside half of the body higher and ahead of the outside half? 0 0 n Strongest angles at the apex of the turn? 0 0 _ EDGE RELEASE/EDGE ENGAGEMENT n Moving forward, in the direction of the new turn and through the boot cuffs? 0 0 n Positive engagement of the skis tips draw you into the turn? 0 0 PRESSURE MANAGEMENT n Maintaining the strength in length of the outside leg? 0 0 ROTARY MOVEMENTS n Both skis and legs turn together through a parallel turn, with femurs turning in the hip sockets (instead of the entire hip coming around). 0 0

16 Technical Knowledge of Your Own Skiing End of Season Review Have new video shot of yourself at the end of the season. Outline your own personal assessment of what kind of changes you made in your own skiing. The assessment should be of both short radius and medium radius turns. Be specific and reference the Skills Concept in evaluating your skiing. Compare to your pre-season assessment. DIRECTIONAL MOVEMENTS Progress you made: How you made changes: Goals for Next Season: FUNCTIONAL BODY MOVEMENT Progress you made: How you made changes: Goals for Next Season: EDGE RELEASE/EDGE ENGAGEMENT Progress you made: How you made changes: Goals for Next Season: PRESSURE MANAGEMENT Progress you made: How you made changes: Goals for Next Season: ROTARY MOVEMENTS Progress you made: How you made changes: Goals for Next Season:

17 Clinic Log Use this page to track your participation in training clinics. This will help you and your trainer to assess your progress. Date Hours Topic Comments

18 NOTES FROM COURSES YOU HAVE TAKEN 5 List of PSIA-C Courses Completed: 5 Name of Course: Location: Date Completed: 5 List of PSIA-C Courses Completed: 5 Name of Course: Location: Date Completed:

19 NOTES FROM COURSES YOU HAVE TAKEN 5 List of PSIA-C Courses Completed: 5 Name of Course: Location: Date Completed: 5 List of PSIA-C Courses Completed: 5 Name of Course: Location: Date Completed:

20 References - Credits Alpine Technical Manual, Skiing & Teaching Skills, 2nd Edition, 2002, Professional Ski Instructors of America Skiing Concepts, Created and developed by members of the PSIA National Alpine Team, compiled by Doug Pierini and Mike Rogan Skiing Principles Adapted from the Skills concept developed by the Professional Ski Instructors of America, with permission, written by Carol Levine Vail & Beaver Creek, Alpine Teaching Handbook, 2001 written by Carol Levine Special Thanks to Professional Ski Instructors of America Intermountain Division Education Staff Professional Ski Instructors of America Central Division Alpine Education Staff Compiled by the Professional Ski Instructors of America Central Division Portfolio Tasks Force

21 Introduction: Please Read The information needed to answer the questions in this workbook can be found in the: PSIA-W Certification & Study Guide, the PSIA Alpine Technical Manual, the PSIA Core Concepts Manual, and the PSIA Children's Manual. The PSIA-W Certification & Study Guide is available online. The Manuals can be purchased online at in the Accessories Catalog. Some essay questions may require research among experienced instructors and supervisors. Feel free to work in groups when completing portions of the workbook. The rest of the workbook should not require more than some simple reading on your part, but go ahead and check for understanding with your peers. Have fun! For all multiple choice questions, next to the best answer. 1. This workbook should help instructors a. prepare for future assessments b. become better ski instructors c. demonstrate their knowledge level d. identify information for further study e. all of the above For true/false questions (or similarly formatted questions), next to the appropriate answer. 2. Certification assessments are really just a validation of knowledge and skills gained through education and experience. For essay and short answer questions, be thorough but as brief as possible. They should not require more than one to three sentences to complete. If any question seems confusing or appears to have more than one answer, blacken the circles next to both answers and write a brief explanation. Workbook personnel are not perfect and we will review the question for future changes! Your workbook comments:.

22 CORE CONCEPTS TEACHING KNOWLEDGE 1. Why do you want to teach? 2. What are some basic actions to make a positive first impression? 3. List the seven points of Your Responsibility Code

23 CORE CONCEPTS TEACHING KNOWLEDGE 1. When questioning students, it is important to ask: a) why they are there b) what they hope to accomplish c) what prior experience they=ve had d) all the above 2. As your lesson progresses: a) stick with your plan no matter what b) revise plan as needed c) keep your plan to yourself d) none of the above 3. Balance and stance, rotary movements, and turn shape are basic elements of: a) movement analysis b) listening c) a teaching model d) none of the above 4. The best place to watch students is from: a) below b) above c) alongside d) as many vantage points as possible 5. Where do we want to go? Where are we now? How do we get there? Refer to: a) movement analysis b) time consuming redundant questions c) questions that help formulate a lesson plan d) a and c 6. One of your top priorities as a teach is to ensure that your students: a) are safe b) are challenged consistently c) feel safe d) a and c 7. A lesson introduction should include: 8. What should be considered when planning a lesson? a) When is the next ski school party b) The snow conditions in the beginner area c) The type of skis you brought to the lesson d) How much the guest paid for the lesson. 9. For students who are primarily visual learners: a) blindfolding them or obscuring their goggles works b) demonstration is a good way to get the message across c) tapping a cadence with ski poles from behind is effective d) none of the above 10. In a beginner zone during the guided practice phase of the lesson, instructors should: a) allow each student to follow him/her b) allow time for structured independent practice on tasks c) let students practice and give them feedback d) all of the above 11. Straight run exercises in beginner lessons are used for: a) stance and balance b) developing rotary skills c) to work on edging 12. If a student performs an exercise when you tell him/her to do so, it is style teaching. a) task b) individual c) command d) problem-solving a) introducing yourself b) learning students names c) making sure your students are dressed for the weather d) all the above

24 CORE CONCEPTS TEACHING KNOWLEDGE 13. Setting up several cone slalom courses for your wedge turn skiers and allowing each to practice on any one of the courses for the next 20 minutes is an example of style. a) command b) task c) reciprocal d) none of the above 14. An open ended question: a) requires a yes or no answer b) is when everyone has their mouth open c) relies on more than a yes or no answer d) all of the above 15. The skill / hill / drill formula refers to: a) a game plan for small children b) a group handling method c) a way to organize activities / exercises d) a and c 16. Feelers, thinkers, watchers, doers@ refers to: a) teaching styles b) learning styles c) Piagets stages of development d) a and b 17. For feedback to have the most impact, it must be: a) specific b) brief c) offer positive steps for improvement d) be judgmental e) a, b and c 18. Explaining what you covered during the lesson are: a) lack of student understanding b) attitudes of slow learners c) elements of a good summary d) elements of a good introduction 19. Children begin to question authority and try to prove that they are smarter at about the age of: a) 10 b) 4 c) 15 d) Using different methods to teach the same movement are ways to: a) increase student participation and understanding b) identify common dance styles c) resolve conflict d) increase resort revenue 21. When taking your students to the chair for their first lift ride, you should: a) get on the chair first and give them a good demonstration b) send the best student up first as a role model c) spend time discussing how to load and unload before riding d) make it experiential and let them figure it out as a team 22. According to surveys, more than 2/3 of the people who do not return to a place of business is because: a) they can t afford to bring a family skiing b) they feel an attitude of indifference from the staff c) they have been injured or experienced altitude sickness d) they are switching to mega theme parks and cruises 23. According to the responsibility code, when passing others, you need to remember: a) to let them know if you are passing them on the right or the left b) that people ahead of you have the right-of-way c) click your poles together to alert them d) all of the above.

25 CORE CONCEPTS TEACHING KNOWLEDGE 24. The ABCs of Service are (these feelings create lasting memories) a) achievement, belonging, contribution b) activities, belonging, compliments c) actualization, betterment, cognition d) achievement, belonging, compliments 30. Experience, people skills, teaching skills and technical skills: a) are keys to teacher confidence b) can bring increased success with students c) can make teaching more fun d) all of the above 25. If one student is less skilled than the others, you should: a) go at the level of the less skilled student b) take care of the majority c) push the less skilled skier to keep up d) tell the weaker skier to get in another class 26. The teachers role in managing risk can be partially summed up by the following: a) Reinforce The Code throughout the lesson b) conduct sessions in appropriate areas and use suitable terrain c) educate students about clothing, equipment, and fitness d) a, b and c 27. Knowledge of local weather patterns will help you to: a) provide depth to shallow conversations b) help you plan your day to provide optimal comfort for your group c) help you to prepare students so they are comfortable when changes occur d) all of the above 28. Ultimately, your success as a teacher in any subject is dependent on your: a) technical knowledge b) ability to connect on a personal level c) ability to perform difficult tasks d) all of the above 29. Piaget claims that are stages of development a) 4 b) 5 c) 7 d) Sensory information related to movement comes from: a) visual senses b) auditory senses c) kinesthetic senses d) all of the above 32. A child s center of mass is slightly higher than an adults because of: a) differences in the length of the femur b) differences in abdominal strength c) differences in hip muscles d) none of the above 33. The center of mass in adult humans standing erect is: a) near the navel b) in the forehead c) in the feet d) none of the above 34. During the initial stage of learning, the student: a) shows unfamiliarity with the movement b) looks at whatever body part is involved c) relies on coaching d) all of the above 35. Arrange the following levels of understanding from highest to lowest: Application Analysis Comprehension Evaluation Synthesis Knowledge

26 CORE CONCEPTS TEACHING KNOWLEDGE 36. Discussing ski area organizational issues and sharing your own personal issues is a good way to get to know your students 37. Recognizing personality styles (i.e., extroverts, introverts) is not relevant to how you teach a lesson. 38. Previewing is one of the best ways to establish trust with your students. 39. What the student wants to accomplish is always more important than what the teacher thinks the student should accomplish. 40. Physical maturation is a special consideration when observing children. 41. Physical needs, like safety, may distract from any learning situation. 47. Instilling a good image of the task is critical to the teaching-learning process. 48. As a lesson develops, group handling can be organized on a moving basis rather than a stationary line up. 49. Feedback can destroy trust and feelings of selfworth. 50. A good mental model works the same for everyone. 51. Good ski instructors don t rely on other departments in the resort to make the mountain experience a good one. 52. Asking your students Where to look when merging with another trial is a good example of how to teach AYour Responsibility Code. 42. It is critical to recognize the difference between challenge and fear. 43. Fear is one of the main reasons people choose not to continue in snowsports. 44. It is important to avoid judgmental statements, try to focus on objective observations 45. Good teachers talk with people, not at them. 46. Using a students sensory preferences helps achieve motivation and communication 53. An individuals preferred learning style is determined by how he or she processes and absorbs information. 54. Call down is the only good method for assessing movement in your class. 55. Students should be told to keep wrist straps on when riding the chair lift to avoid dropping poles. 56. You should plan a lesson to go from the easiest terrain in the morning to the most difficult at the end of the day.

27 CORE CONCEPTS TEACHING KNOWLEDGE 57. Hypothermia occurs when the core body temperature falls below 95 degrees F. 58. Slope and trail conditions should not affect a students ability to perform. 59. Being prepared for the weather may prevent injury. 67. Can only follow one or two instructions at a time. Adult Child 68. May have difficulty reversing the sequence of directional instructions Adult Child 69. Participation, not the end result, is important Adult Child 70. Doesn t consider the consequences of actions 60. You should ask beginners, especially children, to repeat what they are going to do when getting on and off a lift. 61. Learning is almost impossible for a student who is scared. 62. Emotion can be a powerful component in creating long term memory. Adult Child 71. More aware of how personal behavior affects others Adult Child 72. Is more capable of involvement on a physical level than on a cognitive level. Adult Child 73. Tends to have a heavy emphasis on winning (hint: Little League parents). 63 Gender differences can affect performance. Adult Child 74. Draw a line linking the common behavior patterns of children to their age groups 64. When a student can perform a movement without looking at the involved part of the body, but still has to concentrate on the movement, they are in the elementary stage of coordination development. Age Groups Behavior Patterns 3-7 Starting to compete with others 7-12 want to be an adult, but need guidance 65. Easily follows rules: Teens relate to fantasy and imagination Adult Child 66. Can follow instructions with six to seven items. Adult Child

28 TEACHING/LEARNING KNOWLEDGE LEARNING STYLE INVENTORY - WHAT TYPE OF LEARNER ARE YOU There are nine sets of four words listed below. Rank each set of words by assigning a 4 to the word which best characterizes your learning style, a 3 to the word which next best characterizes your learning style, a 2 by the next most characteristic word and a 1 by the word least characteristic of you as a learner. To make this test more relevant to ski teaching, associate your thoughts with learning a sport with an element of physical risk. Be sure to assign a different number to each word in each set. 1. discriminating tentative involved practical 2. receptive relevant analytical impartial 3. feeling watching thinking doing 4. accepting risk-taker evaluative aware 5. intuitive productive logical questioning 6. abstract observing concrete active 7. present-oriented reflecting future-oriented pragmatic 8. experience observation conceptualization experimentation 9. intense reserved rational responsible A B C D add lines add lines add lines add lines Add the numbers in each of the four columns as indicated by the numbers below the tally lines. A = Concrete Experience (Doer); B=Reflective Observations (Watcher); C=Abstract Conceptualization (Thinker); D=Active Experimentation (Feeler). Enter these values in their proper axis on the target Once totals have been entered on the target, you can determine your type of learning style.

29 TEACHING/LEARNING KNOWLEDGE LEARNING STYLE INVENTORY - WHAT TYPE OF LEARNER ARE YOU This section is intended to give the instructor an understanding of the fact that people learn in different ways. This is important for developing your skills as an instructor. Because we often teach the way we learn, understanding our own learning style helps provide insight into how we teach. Likewise, being able to identify learning style traits in students helps us present our lessons in a more effective manner. For instance, a group lesson may be made up of four people who each possess a different dominant learning style. How do you structure a lesson and provide individual attention in a fashion that helps each member of the class? It=s important to note that although most people have a dominant learning style, they often exhibit other learning style characteristics as well. Questions for Learning Style Inventory 1. What is your learning style preference? 2. What one thing (or several) contributed to a breakthrough in skill acquisition for you personally as a skier? A. Concrete Experience (Doer): People in this category tend to be pragmatic, practical and functional; they are good problem-solvers and work well with others. These learners want to Ado@ and may become anxious with too much standing around. 3. Relate the breakthrough catalyst to your learning style preference. B. Reflective Observation (Watcher): These people like to get the picture and like to know the purpose of practice. They need to watch others, are good listeners, introspective and contemplative. Good demonstrations are important to this leaner and verbal communication needs to be imageoriented to be effective. 4. What are some of your favorite things to do with a Level 1 class? C. Abstract Conceptualization (Thinker): Such people are analytical, logical, thorough and theoretical. They would rather read than listen to lecturers and are often loners or dreamers. At times they are meticulous to a level of obsessions. This person has read every ski magazine on the rack and is particularly receptive to technical dicussions on lift rides. D. Active Experimentation (Feeler): People of this nature are receptive learners; they learn predominantly through Agut@ intuition. They try many things to find a way, tend to be emotional and learn by doing and by evaluating on the way. These people are also Adoer@ oriented and tend to be kinesthetically aware, picking up movement patterns quickly and being bored with analytical talk. 5. How do those things reflect your learning style?

30 TECHNICAL KNOWLEDGE - TERMINOLOGY

31 TECHNICAL KNOWLEDGE - GENERAL 10. A six-foot basketball star arrives for a beginner class with chest height skis. The instructor should: a) Say Great, you have a chest height ski which makes learning to ski easier for beginners. b) move him to 200 cm traditional skis c) send him back for shaped skis that are roughly nose to forehead height d) faint because a star is in your class 11. Which of the following movements help you maintain balance? a) flexing and extending your ankles, knees and hips b) using fore and aft movements to shift your center of mass c) moving your heads and arms d) a and b e) all of the above 12. What factors will you consider when you decide to teach your beginner in a wedge progression instead of a parallel progression? a) the student=s comfort b) available terrain c) physical ability d) equipment e) all of the above 13. The Skills Concept refers to the movements of: a) balancing, rotary, edging, pressure control b) balancing, gliding, slipping, edging c) balancing, twisting, flexion, extension d) none of the above 14. A skier who is skiing parallel most of the time, or may use a small wedge to start the turn but finishes with a strong parallel, is in which of the PSIA skier zones? a) beginner/novice zone b) intermediate zone c) advanced zone 15. Of the following choices, which rotary movement is generally the most effective under normal skiing conditions? a) arm rotation b) leg rotation c) upper body rotation d) none of the above 16. During the initiation phase of the turn, the skier: a) guides the skis through the apex of the turn b) is most flexed and therefore lowest c) is changing edges and shifting weight from one ski to the other d) none of the above 17. How do we register balance? From the selections below, pick the one that does not belong: a) pressure sensors in the hands and feet give feedback from the snow and equipment b) changing direction, size and shape of turns c) the eyes focus on the horizon and other visual cues d) proprioceptors in the muscles and joints give feedback about the limbs relative to each other and the surroundings e) the inner ear monitors motion, changes in speed, and position relative to gravity. 18. Which piece of the following equipment has the most effect on the enjoyment of the student? a) boots b) skis c) poles d) bindings e) none of the above 19. A slight increase in speed helps to match the skis in which type of turn: a) wedge turns b) wedge Christy turns c) open parallel turns d) dynamic parallel turns

32 TECHNICAL KNOWLEDGE GENERAL 20. Skidding is a combination of: a) slicing and carving b) sliding and slipping c) carving and slipping d) twisting and edging e) none of the above 21. The beginner / novice zone means the skier is: a) unfamiliar with skiing b) only comfortable on green terrain c) mastering green terrain and venturing onto easy blue runs d) all of the above e) b and c 22. The stepping stones concept exists because: a) PSIA needed a new model b) there is no single lesson plan that works for everybody c) tasks and progressions are obsolete d) instructors needed a linear lesson plan 26. A slight rising motion at the beginning of a wedge turn can facilitate: a) edge release b) guiding of the skis c) movement of the CM toward the new turn d) all of the above 27. To enhance skidding in a novice zone skier the instructor can: a) look for convex areas b) increase speed c) look for slightly steeper parts of the hill d) encourage a narrower wedge e) all of the above 28. A student who is learning linked wedge turns on mild terrain should incorporate a) active guiding of both skis with feet and legs b) balancing on the whole foot c) balance that is oriented more toward the outside ski d) all of the above 23. Observing and describing cause and effect are elements of a) guided discovery b) teaching style c) movement analysis d) the skills concept 24. The wedge offers beginners: a) balance at slow speeds b) a wider base of support c) an edge by virtue of the position d) all of the above e) b and c 29. Shaped skis are generally a) easier to turn than conventional skis b) have a good edge grip c) have more side cut than conventional skis d) all of the above 30. Shaped skis may feel awkward and pose difficulties for skiers who have not learned to a) twist their feet to start the turn b) use rolling motions of the ankles and legs to start the turn c) use aggressive unweighting to start the turn d) all of the above 25. Speed control in the novice zone can be encouraged through a) turn completion b) turn shape c) skidding d) all of the above 31. Hinge joints are found in a) the ankle b) the knee c) the hip d) a and b e) b and c

33 TECHNICAL KNOWLEDGE GENERAL 32. The ACL is a) a ligament in the ankle b) protecting your civil rights c) a ligament in the knee d) a cartilage in the shoulder e) a and c 33. Pressure control movements only involve fore- aft movements 42. Too much edge can make turning in a wedge difficult 43. Good skiing balance is an activity rather than a stance 44. When teaching beginners, we must always teach a wedge progression 34. Skidding should never be taught 45. Students will learn to make decisions best in a follow me situation (class arrangement) 35. Rotary movements (or rotational) involve turning some part of the body relative to other parts of the body 36. Increased width in the wedge produces increased edge angle 46. Smooth, moderately firm snow presents ideal learning conditions 47. Side stepping teaches edge control movement 37. The fundamental idea behind stepping stones is to individualize lessons. 38. The stepping stones concept gives you a specific set of drills to use with all of your beginning students 39. Gentle terrain allows for gliding and fewer defensive movements 40. In the stepping stone model, simulation is listed as a good way for students to copy an instructors turns while following in their tracks on skis. 48. Scootering and stepping around on one ski can help develop both balance and turning/stepping skills 49. The experienced instructor will create a strong game plan before discussing the students= needs and goals. 50. Angulation involves forming angles between body segments 51. Students who have become comfortable with a new movement are generally not excited about trying new things. 41. The intermediate zone means that the skier is making parallel turns on most runs

34 TECHNICAL KNOWLEDGE GENERAL 52. Flexion and extension are effective ways to maintaining balance while turning, especially during changes in terrain or snow conditions. 53. Beginning students should be taught a centered stance rather than an exaggerated forward lean. 58. Shaped skis are only meant for carving and cannot skid. 59. Shaped skis may allow skiers to make good carved turns at speeds than with conventional skis. 54. Edge release and engagement is fundamental to turn initiation 60. Shaped skis are recommended to be skied at lengths than conventional (Astraight@) skis. 55. Guiding of the inside ski should be introduced at a wedge turn level 56. Skis for beginners should generally have a softer flex than skis for expert skiers. 57. A wide body ski is only good for carving 61. The shape formed by the difference in width of the ski tip (shovel), waist, and tail is called the ski=s 62. Name the three phases of a turn:

35 TECHNICAL KNOWLEDGE SHORT ANSWER

36 TECHNICAL KNOWLEDGE SHORT ANSWER 4. A teaching cue@ conveys to the student a desired behavior or movement in an easy-to-understand and remember way. Teaching cues generally help the student understand a sensation, a movement, or visualize a concept. For instance, touch your shins to the fronts of your boots is a simple way to help people keep moving forward with their skis. In the table below, briefly describe three different teaching cues that will encourage each of the following skiing behaviors for Beginner / Novice zone skiers. Encourage balance over the whole foot Encourage guiding the skis with foot and leg movements Encourage movements that release the old ski to start turns Write a three step progression in the space below on one of the following teaching assignments: Teach a beginner skier how to make their first gliding wedge Teach a beginner skier how to make their first wedge stop Teach a beginner skier how to make their first turn

37 TECHNICAL KNOWLEDGE MOVEMENT ANALYSIS 18

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