Fall Conference Alpine Report

Transcription

1 Fall Conference Alpine Report Ron Shepard and John Hamaker Just like you, when I ve read the reports that come from national events, I envision on-snow clinics, inspiring images from team members, and a communication of what s new on what the National Team and PSIAAASI organization have been working. In my mind, rapt participants listen, maybe share their experiences, and then trail behind crisply attired demo team member as they make their way to the next pause point. As a member driven and member funded organization, we want our representatives to bring our concerns to light before the national organization. We want to trust that the information we are held accountable to, and which we have supported the development of through the payment of our dues, is current and complete. We wish to be integral in the development of our content, and involved when it comes to the direction of the association. I am pleased to report that the 2016 PSIA-AASI Fall Conference may serve to be the most regenerative event possible, when considering our faith in the capacity and commitment of our education staff and board members. Reflecting upon the conference we all just experienced, and on behalf of all of us who had the fortune to attend as your representatives, I wish to express our gratitude. I now understand and appreciate so much more about how PSIAAASI content evolves how information and experiences that arise within divisions become issues and initiatives, and ultimately, deliverables. Other attendees have shared the same thoughts Brad Miller said most aptly For decades I thought Technical Manuals, National Standards and theories, with their respective applications, were created by folks behind a curtain. Instead, I found these creations to be collaborative efforts by representatives from each division. At this event, we learned of Central Divisions perceived and real strengths, and areas in which we can grow and we are committed to a pathway in which we can both aid in the national effort and also rise to meet the standard that we have played a part in establishing. You will be proud to know that we represented our division very well. The voices of Central Division representatives were involved and informed even vital to the effort, and we have had a significant hand in crafting some exciting new materials. In perhaps the most compelling element of the event, speaker Horst Abraham- the author of Skiing Right, and a renowned expert in learning theory, helped to set the tone in respect to the challenges we face as educators. Horst s message is too broad for this wrap-up, but it will serve as the basis for several of our upcoming educational articles and clinics. The basic theme was Experiential Learning- Create the space and let the student fill it. Grounded in success from the start, we learned that the Five Fundamentals of alpine skiing have been successful overwhelmingly so, and to the extent that all disciplines have sought to identify their own fundamental concepts, to create a clear and concise tool for execution and assessment of that disciplines performance. Groups took to the hill to discuss how the fundamentals have affected outcomes, and to better understand how we can apply them to our education and certification processes. This is where the reality of the event differed so dramatically from the perception. Rather than a clinic along the lines of the National Academy, this event was a national consultation, involving idea sharing with process clarification. A model for teaching building upon the success of the Five Fundamentals approach to skiing, the Alpine group was tasked to identify similar fundamentals that might be applied to teaching. Two divisions, Central and Pacific Northwest, arrived at this conversation

2 i well prepared. Both divisions have been hard at work along this path, with many Central Division PDS (Professional Development Series) events having already approached the exercise. Both divisions had arrived at the consensus that no fundamentals could be established without first identifying the principle skills of an instructor, the lens with which we view teaching, and together we made this case before the group. The resulting model, which will be presented and tested divisionally this winter, served to vet the fundamental elements of snow sports lessons-- qualities that when absent, require an excessive level of compensation by the instructor. In addition to the evolution of the teaching fundamental project, divisional representatives got together to understand how each division s certification process is similar and different, how each approaches specialist designations, and the adherence to and support of the National Standards. This dialogue cannot begin and end at this event alone, however, as many lessons and opportunities were opened for discussion by this hard working group. It s exciting, and energizing to discover that we, your Central Division Alpine Education Staff members and representatives, and all of the membership, through interaction and feedback, have so strong and evident a voice in the design and development of our core materials, standards, and processes. It has been our honor to attend, and I know I speak for everyone when I say we cannot wait to share what we have learned and developed when we ski and ride together. Respectfully submitted by Ron Shepard and John Hamaker

3 ii Notes from Fall Conference - Adaptive with notes written by Dan Stormer (indented & italicized) 1.Fundamentals 1 st day on snow EDL focused clinic: 3 pressuring fundamentals. 1. Control the relationship of the center of mass to the base of support along the length of the ski. 2. Control pressure from ski to ski, and direct pressure to the outside ski. 3. Regulate the magnitude of pressure created through ski to snow interaction. 2 nd day on snow was more difficult. The discussion was far ranging from looking at identifying (that was all) 2. ADA: as it pertains to a person with a disability being accommodated within an exam process (any discipline). Extensive discussion with a number of proposals. Procedurals will be developed, critiqued, and disseminated to, maybe, divisions and national. 3. Snow Bike Issues discussed included whether it should be a certification or accreditation. Should it be a discipline? How does the fact that it is used primarily by typical skiers factor into this? It was decided that we would focus primarily on education only at this time, no cert, not part of exam questions unless division chooses. 4. Nordic Should adaptive components fall under Adaptive? Should it be an Adaptive Discipline like Alpine & Snowboard? It was pointed out that Snowboard first developed its own Adaptive component and then National said that it would come under the Adaptive. It was decided that the need should be met at this time by a collaboration between Nordic & Adaptive. The issue can be raised again when Nordic Adaptive becomes more developed. 5. Connection Model: Risk Management Risk/Volunteer -High fives and hugs. How do you develop a good volunteer program with volunteer instructors who have become locked in their personal approaches? A consensus was reached that you have to take the risk of losing those volunteers in order to increase teaching and safety levels. What steps do you need to take in order not to be liable when training other programs? Certified trainers should be the standard. Written standards provide protection. What role does best practices vs industry standards play in documentation? How much documentation is needed? Check offs? Training? Difference in approaches by volunteers varies by division. A big issue is the risk management for volunteers Training and documentation is vitally important. What do we need to train to for purposes of tests? Who do we use for test dummies in sit ski exams? Danger to person in ski? Caution and close observance of abilities is necessary. 6. Paid vs. Volunteers: as a unique challenge amongst adaptive programs

4 iii Somewhat also falls under Dan s heading Reimbursement/Incentives not all programs reimburse their candidates for exams and clinics, some reimburse only if you pass, others pay whether or not you pass, some have set up non-profit scholarship funds which pay for clinics and exams. Certain Divisions provide a limited number of prepaid slots for adaptive exams. For training many divisions have member school clinics which provide training to individual programs if you are a member. Many programs provide incentives such as season passes, YMCA membership, discounted season passes, full season passes, social events, parties, volunteer appreciation parties, season passes for spouses and/or dependents, daily stipends for volunteers, parking, providing lunches, some food discounts, trainers training night, social hours, river trips, pizza parties, house parties. 7. The new manual.together with 8. Sharing of our exam processes and program trainings (turned into an exam discussion) There will be a manual. It will be comparable to the Alpine and Snowboard manuals. Thereafter, a discussion of the in-house validation concept was held, followed by the proposal of creating a national test bank for all levels.. We will create a national exam bank from which online tests can be created. Dan Stormer will set up a google drive or some system like that to begin establishing a national test for all levels. Everyone will send to Dan their exams so that a data bank can be created. 9. Exam Tools: Certification vs. Accreditation Certification, Accreditation, Continuing Ed. Snow bike accreditation? 6 Discipline L1? Mini academies for ed. How to deliver education-mini academies, conventions, attending other disciplines. A discussion was held about a pin of some sort for a single discipline at all 3 levels. A single certification standard for L1,2,3. A similar discussion was held about a pin for someone who passes all 6 disabilities. Tracking on exam taking for pro staff vs volunteer staff at all 3 levels. Additional topics discussed but not on final presentation to Conference attendees: Alpine Cert before Adaptive Cert Only NW requires this. All others do not. The consensus was that it is not necessary to have Alpine or Snowboard certs prior. The issue seems to be the issue of examiners as the gatekeeper. Exams What do each of the divisions do for their exams. RM has a fundamental ski module which you can take at either L1 or 2. The second day is also a module of Level 1 or 2 for the disciplines. There are two disciplines and you have to pass one. East has similar approach but does not have the fundamental ski approach. It is typically Alpine centric. Most Divisions have prep clinics for exams. Some require it as a prerequisite for the exam. The concept of a L1 masters / accreditation was well received. Are National Standards being followed? Are they sufficient? Reciprocity Are we doing it? What role do the National Standards play in accepting pins across the divisions? The answer seems to be whether pins are accepted for hiring process as opposed to simply accepting the pin.

5 iv PSIA-AASI Fall Conference Report Snowboard by John A. Roberts AASI-C Examiner Version 001

6 v ABSTRACT The report details the process and outcomes of the 2016 PSIA-AASI Fall Conference. This conference was incredibly valuable and allowed for highly effective collaboration between some of the most active minds and teachers in the entire national organization. Our taskforce was able to bring a wealth of experience to the table, build rapport and work towards the goals set for the event. These were defined via exploratory exercises on the first day and coalesced into the need to develop a set of core snowboard fundamentals that blend performances, movements, and outcomes. The intent being to help distill down a core set of truths in the sport that are universally applicable and serve as a vehicle for feedback and evaluation to candidates along with a structure for developing teaching tasks and strategies. After three days of intense deliberation, the task force arrived at the following standards: 1. Manage the board s pivot through flexion/extension/rotation of lower body, together with, separate from or in opposition to the upper body 2. Manage edge angle through a combination of inclination and angulation 3. Manage torsional flex of the board using independent or simultaneous flexion/extension of lower body joints 4. Manage the relationship of the CM to the base of support to direct pressure along the length of the board 5. Manage the relationship of the CM to the base of support laterally to direct pressure across the width of the snowboard 6. Regulate magnitude of pressure created through board/surface interaction These will be formatted into an official proposal and presented to the national board for approval in this coming spring.

7 vi TABLE OF CONTENTS Abstract Table of Contents Nomenclature v vi vii 1 Conference Overview Day 1: Goal Setting and Scoping of the Conference Day 1: Indoor dry land session Day 1: Riding Session Day 1: Riding Session Results from Movements Group Day 1: Riding Session Results from Performance Group Day 1: Riding Session Results from Outcomes Group Day 1: Conclusions Day 2: Group Analysis and Development of Snowboarding Fundamentals Day 2: Fundamental Development Day 2: Testing of combinations of movements and performances Day 3: In-Depth Group Work and Arrival at Final Fundamentals Discussion of Outcomes Overview of Finalized Fundamentals Manage the boards pivot through flexion/extension/rotation of lower body, together with separate form of in opposition to the upper body Manage edge angle through a combination of inclinations and angulation Manage torsional flex of the board using independent or simultaneous flexion/extension of lower body joints Manage the relationship of the CM to the base of support to direct pressure along the length of the board Manage the relationship of the CM to the base of support laterally to direct pressure across the width of the snowboard Regulate magnitude of pressure created through board/surface interaction Future Steps Moving Forward Implementation of the 6 snowboard fundamentals... 15

8 vii NOMENCLATURE Abbreviations TS HS TTPP CAP TID CM Toe Side Heel Side Tilt Twist Pivot Pressure Control Cognitive Affective Physical Timing Intensity Duration Center of Mass

9 8 1 CONFERENCE OVERVIEW This conference was held in Frisco, Colorado between November 2, 2016 and November 6. Participants for each division represented the snowboard side of the association and gathered with the goal of analyzing strengths and weaknesses in the organization and seeking to solve some of these during the conference for the benefit of the organization and its membership. The first 2 days involved a combination of group discussion and on-hill exercises at Arapahoe Basin. The original venue was set to be Loveland Basin, but due to warm weather conditions, they were unable to open for the event. The third day was a dry land session and involved a review of all material covered, a finalization of the desired standards, and a final presentation to the national organization on our findings. Figure 1: Snowboard Team Task Force

10 9 1.1 Day 1: Goal Setting and Scoping of the Conference Day 1 kicked off the conference with some initial riding time which was followed by a rapport building, idea sharing and scope defining dry land session. The outcomes of this session are listed below Day 1: Indoor dry land session During this session we focused on detailing successes and challenges facing the divisions. A brainstorming strategy was used where each participant wrote a challenge and a success from their division. Each participant then went on to vote on which challenges were most important to address during this conference. The list of successes and challenges can be seen below: Success List: Challenge List: 1. Quality of instructors at exams that pass 2. Collaboration of cross disciplines at exams especially freestyle, children s, etc. 3. Guest retention with certified instructors 4. Clear and specific riding tasks 5. Help keep consistency between examiners in preps and exams 6. Holistic approach 7. Good foundation for career flexible process 8. Reference document to justify scoring at certification exams outlines ownership need of skills at different levels 9. Amount and variety of clinic offerings in division 10. Keeping the snowboarding culture within AASI 11. Alignment of division in what we are looking for in exams, even in different processes 1. This is how I ride vs this is how I ride at exams 2. This is how I teach vs this is how I teach at exams 3. This is how I move vs this is how I move at exams 4. Clear and simple riding tasks 5. Evaluation of Go-No-Go maneuvers such as 360 s 6. Giving effective feedback in exams 7. Displaying the value of the organization to the membership 8. Member retention Upon the analysis of these lists it was determined that there was a need to define some core fundamentals that are applicable to all snowboarding, similar to the core fundamentals developed by the alpine team. The intent was to help address issues with studying and riding for the exam, clear

11 10 evaluation tasks and effective feedback. The goal was then set to develop this set of fundamentals as the outcome of our task force for the conference Day 1: Riding Session Motivated from the outcomes of the previous exercise, the group sought out to actively analyze the fundamentals of snowboarding. During this session, three groups were formed to focus on the fundamental effects of snowboard performances, fundamental snowboard movements, and overall outcomes. I had the pleasure of participating in the group focused on the analysis of snowboard performances. We actively investigated the effects of these snowboard performances and then met as a group to share the results Day 1: Riding Session Results from Movements Group The movements group spent their session focusing on movements and the development of tasks that bring out the desired movements in an exam situation. The conclusion was drawn that fundamental movements are key to effective snowboarding, but are sometimes difficult to evaluate since they are less concrete than other objective such as outcomes or performances. It was the group s consensus that in an exam situation it was very important that the candidates be able to perform the key movements required for a specific task. If these movements were not evident in the specific tasks, an additional task would typically be given that focuses specifically on the required movements. If the movements were still not present, then this would typically be noted in the feedback presented to the candidate, even if the task was still successfully performed. This was agreed upon to be the most desirable course of action and also provided motivation for a more concrete set of fundamentals that allowed for more specific feedback, as opposed to the independent opinion of the examiner Day 1: Riding Session Results from Performance Group The four snowboard performances were the subject of focus for the second group. These four concepts have remained fairly unchanged for many years and have shown to be impervious to the test of time. These include: Tilt (Edge control) The ability to control the angle that the board makes with the snow Twist (Torsional Flex) The ability to control the amount of twist in the board along the long axis of the snowboard. Pivot The ability to adjust the angular direction of the board by rotating about some axis normal (perpendicular) to the sliding surface Pressure (Longitudinal flex) the ability to control the amount of bend in the board, which has recently included the management of forces imparted to the snowboard normal (perpendicular) to the board or sliding surface Having the opportunity to work in this group, we all began with the impression that these performance concepts are the basis for the execution of any snowboard task. This was tested by attempting to complete and decouple these items from their driving movement patterns, and it was found that this was extremely difficult if not impossible to achieve. It was concluded from this session that although the snowboard performances are very clear and straight forward to evaluate, they are heavily linked to the fundamental driving movements that actuate them. For example, adjusting the edge angle of the board is not possible without some sort of inclination movement or angulation movement.

12 Day 1: Riding Session Results from Outcomes Group The outcomes group focused primarily on the relation of some end goal back to the fundamental movements and performances. It was noted that as instructors interacting with guests, our focus needs to be on outcomes since this is the end goal of a student taking a lesson, as opposed to performance based which can be easy to fall into when immersed in this field at such a technical level. Three categories of interactions were defined based on this notion as follows: Teacher/Students Outcome based learning and teaching with exercises oriented around achieving a certain goal Examiner/Candidate Performance and movement based evaluation where the candidate seeks to demonstrate their capability of performing and understanding the roles that fundamental performances and movements play in the teaching and learning process Clinician/Peer All around combination of the previous two, focusing on technical knowledge while also sharing meaningful teaching exercises From this work it was clear that an approach that blends these situations would help to alleviate the how I ride in exams vs. how I ride on my own syndrome. A blend of these strategies would also help assist in the development of the universal snowboard fundamentals Day 1: Conclusions From this groundwork it was clear that the development of snowboard fundamentals would be key to unifying fundamental movements, snowboard performances, and overall outcomes for teaching. This set the stage for the second conference day where the group focused heavily on the development of these fundamentals. 1.2 Day 2: Group Analysis and Development of Snowboarding Fundamentals Day 2: Fundamental Development The first session of day two was focused on breaking down and combining various aspects of snowboarding to arrive at an initial set of universal skills applicable to all areas of snowboarding. The fundamentals developed by the alpine group, which are listed below, were analyzed to determine how they related to fundamental body movements and ski performances: Control the relationship of the center of mass to the base of the support to direct pressure along the length of the skis Control edge angles through a combination of inclination and angulation Control the skis rotation with legs separate from the upper body Control pressure from ski to ski and direct pressure toward the outside ski Regulate the magnitude pressure created through snow contact It was evident that these were all combinations of fundamental movements and performances which shifted the afternoon focus to an active testing of combinations of these items with regards to snowboarding.

13 Day 2: Testing of combinations of movements and performances In the afternoon, the group split into small sub groups each focusing on the relations of the four snowboard performances and the fundamental body movements. Each group focused on one specific board performance and how many ways that body movements affected and helped control these specific skills. The results of this session helped to guide the discussion of each specific fundamental and was instrumental in refining the final set of skills. 1.3 Day 3: In-Depth Group Work and Arrival at Final Fundamentals The third day was an indoor session that focused entirely on the finalization of the 6 snowboard fundamentals and the compiling of the final presentation to the rest of the organization. A detailed discussion of each snowboard fundamental is listed in the following section.

14 13 2 DISCUSSION OF OUTCOMES 2.1 Overview of Finalized Fundamentals After three days of intense deliberation, the task force arrived at the following fundamentals that are universal to all snowboard tasks. 1. Manage the board s pivot through flexion/extension/rotation of lower body, together with, separate from or in opposition to the upper body 2. Manage edge angle through a combination of inclination and angulation 3. Manage torsional flex of the board using independent or simultaneous flexion/extension of lower body joints 4. Manage the relationship of the CM to the base of support to direct pressure along the length of the board 5. Manage the relationship of the CM to the base of support laterally to direct pressure across the width of the snowboard 6. Regulate magnitude of pressure created through board/surface interaction 2.2 Manage the board s pivot through flexion/extension/rotation of lower body, together with, separate from or in opposition to the upper body This fundamental specifically targets the rider s ability to pivot the board and how to go about achieving that goal. This encompasses a rider s ability to move the body as a solid unit when necessary and to be able to decouple the upper body and lower body when necessary. Examples of this are the ability for the rider to initiate a turn with lower body movements and allow the upper body to follow through with minimal counter rotation. On the other hand, an accomplished rider must also be able to decouple their upper and lower body to achieve more dynamic riding, such as riding in bumps or steep terrain. This makes the feedback more specifically targeted to the interaction between board pivoting and body movement patterns for each individual maneuver. 2.3 Manage edge angle through a combination of inclination and angulation This is specifically targeted at the interaction between edge angle and body movements required to achieve the desired outcome. It was unanimously agreed that the ability to modify the board s edge angle is derived from combined flexion and extension movements of the lower body (angulation) with the overall leaning angle of the entire body (inclination). The successful combination of these movements then yields the ability to actively adjust edge angle as the task or conditions dictate.

15 Manage torsional flex of the board using independent or simultaneous flexion/extension of lower body joints The ability to twist the board is one of the key fundamental skills required for snowboarding and is a recurring theme from beginner lessons to advanced maneuvers. As such, the only way to actively twist the board is through independent movements of the hips, knees and ankles. This means that the rider must be able to independently articulate both legs and bring them in and out of sync with each other to effectively manage this skill. 2.5 Manage the relationship of the CM to the base of support to direct pressure along the length of the board The next thee fundamentals are all focused on the ability to control pressure, both longitudinal and normal (perpendicular) while riding. These were selected to correspond to the three planes of motion that the rider can activate while snowboarding. These include movement along the plane encompassing the long axis of the snowboard, movements along the plane perpendicular to the long axis of the snowboard, and overall adjustment of loads perpendicular to the base of the snowboard. This first pressure related skill deals with adjusting the rider s center of mass towards the tip and tail of the snowboard. This is important for a wide variety of skills including dynamic carving and freestyle elements that rely entirely on manipulation of tip/tail pressure. 2.6 Manage the relationship of the CM to the base of support laterally to direct pressure across the width of the snowboard This skill focuses on movements of the center of mass in the plane crossing the snowboard between the rider s feet. While this is similar to movements required for edge control, this is specifically defining movements that adjust pressure as opposed to edge angle. This defines movements and skills that may help to initiate the movement of the center of mass towards the new turn, or adjusting the pressure on the board during a board slide. 2.7 Regulate magnitude of pressure created through board/surface interaction This last skill is an over-arching management of pressure related to loading that is typically perpendicular to the snowboard or the riding surface. This includes pressure managed through flexion and extension (up and down unweighting), loading induced by the terrain, and loading induced by equipment. This encompasses anything that creates a load on the rider that is parallel with the center axis of their body which can include forces caused by moving over uneven terrain, forces experienced during turns, and managing board surface pressure on terrain park features.

16 15 3 FUTURE STEPS MOVING FORWARD 3.1 Implementation of the 6 snowboard fundamentals These fundamentals were met with positive feedback when they were presented to the other committees and disciplines during the presentation session that concluded the conference. These items are currently being compiled and finalized through remote collaboration with our task force and will be presented for board approval this upcoming spring. If they are approved, they will be implemented into the new national certification standards with the goal of simplifying the certification process and improving feedback for candidates and instructors. Quote of the weekend from one of the task force members.

17 16 Fall Conference Freestyle Doug Radefeld I had the pleasure of working with authors of the new Freestyle Manual at this year s Fall Conference. The manual offers some amazing new information for everyone from the high end freestyle coach to instructors looking to add a few new fun elements into their beginner and intermediate lessons. Some highlights for me include: An entire chapter on sports psychology and fear management which is great information for all types of lessons. o Self-Efficacy o 3 C s o Fear Model Introduction of Building Blocks to breakdown Timing, Intensity, Rate and Duration (TIRD) in each ATML zone. Sample lesson plans for Snowboard and Ski freestyle maneuvers. We also discussed how well the new manual lines up with the existing Freestyle Specialist standards and potential for standards to list specific page numbers in the manual or web videos as reference points. As we reviewed the standards, we shared best practices in the Freestyle Specialist exam process and interpretation of the standards. Suggested changes for our FS exams: Pivot move on box in FS1 should be a move in the air and so candidate lands on box nearly perpendicular to box feature. Looking for boardslide vs. 50/50 then pivot to boardslide. Expect a change in national standard clarifying. Already changed/clarified in RM standard. No FS2 exams without a halfpipe. This was well debated. We already don t do any FS3 exams without a real pipe available. Argument is need to see flow from side to side through the vert. I think this the right change to make our FS2 be nationally recognized. Need to communicate to participants in descriptions. Possibly offer FS1 exams separate from FS2/FS3 offerings. Teaching and MA Process ideas o FS1 Teach and MA with Examiner only while other candidates practice in park. o FS2 Teaches one other candidate while other candidates practice in park o FS3 Teach and MA entire group Other Items to Discuss with Snowboard Staff: Outcomes vs. How they Achieve them Guest Centered Teaching FS exam riding standards, teaching standards, MA standards ATML 2.0 Smart Style Park Smart Outside- Inside for teaching assignments Outside-Inside- Inside for FS2/FS3 teaching assignments Copy, Choose, Create Two hats for level 3 cert one for task and one for focus

18 17 Unofficial conversations: Despite a National Standard RM has create their own standards and they go beyond national in places. We need to adhere to National Standard firmly. Modules for riding and teaching/ma If you pass one it s yours for life. Great for those candidates that are unable to pass sections. Scoring with numbers Averaging Like we used to do it. Creates some wiggle room. A few divisions are doing this. (i.e. - You can fail one riding task if it is at least a level below level?) No Staff Training Appalling Holy S@%& Are you kidding me? The Responses to us not having annual staff training was embarrassing. Most other divisions, even the ones smaller than us are having a fall and then smaller more regional trainings for staff throughout the year. The board needs to fix this for us to continue to be respected as a consistent exam body. o Can we do some online meetings? Resort events Builds membership at a much lower cost to the candidates. Resort pays for examiner time and expenses. There are two big take aways from the Freestyle portion of the Fall Conference. First, we know fun lessons make repeat customers and most customers find level appropriate freestyle elements fun and exciting. Therefore, we should be adding those freestyle elements to every lesson from the day one beginner on up to our advanced lessons. Second, the new Freestyle Manual is available and has amazing information on teaching both ski and snowboard freestyle lessons and some sports psychology sections relevant to all teaching. This manual is a must read for every instructor.

19 18 National Fall Conference a Nordic Ladder of Success National Fall Conference 2016 "A Nordic Ladder of Success " For decades I thought Technical Manuals, National Standards and theories, with their respective application, were created by folks behind a curtain. Having been involved with the Childrens National Task force a few years ago I found these creations be collaborative efforts by representatives from each division. This years Nordic conference proved the same as a wonderful collaborative effort took place amongst attendees helping provide all members a ladder of success.. Cross Country Although the bulk of my time was spent on the Telemark side of Nordic I did spend time with David Lawrence and Greg Rhodes discussing Centrals new Childrens Specialist program and our divisions Cross Country excitement spear headed by Thomas Shaw and Amy Powell. David and Greg were very excited about Central's new program and are giving thought to having Centrals Cross Country staff demonstrate it at a potential national education gathering in our division. ( Greg Rhoads will be visiting the Grand Traverse Bay region this Winter co-sponsored by PSIA-C and local clubs).by the end of the conference the cross country team had trimmed their National Standards by an incredible amount, talk about outstanding. Their achievements at the Fall conference will provide a solid ladder for our members now and in the future. Telemark On the flight to Denver I thought I would be on the bottom rung of an extraordinary group of Pinners, however I was immediately made to feel right at home. Having a chance to ride, work and be encouraged by D Team members Greg Dixon and Grant Bishop,as well as Tele Icons Scotty McGee and Jim Shaw, was incredible. Our teams task was to create the Telemark Fundamentals based on the Alpine Model and a national Tele study guide question bank. With sparse snow conditions limiting snow time the majority of our work was spent indoors. After many hours of word smithing and cross referencing the Telemark manual we arrived at a finished product we could all get underneath ( Kudos to Jim Shaw for spending a 100 hours developing the rough draft). Initially the task of creating a National study guide question bank appeared to be a steep ladder to climb. This past Summer veteran PSIA-C Tele staff member John Fay, with much help from Beckie Northrop, created 150 question template. Although they did not attend the conference John and Beckies work proved a huge asset in completing the study guide process. Take aways 2016 Psia- AASI doesn't operate behind a curtain, it takes an effort from all divisions to make things happen. All PSIA-C disciplines contributed to the positive out comes at the 2016 Fall Conference.

20 19 Our young National D-Team members, and former members, create a contemporary / functional working environment by making all welcome as well as an active part of the process. Central Nordic Staff members, and other discipline Staff members, are making positive contributions in creating a collaborative and transparent movement to provide our membership an outstanding "Ladder to Success" "Thanks for showing the faith, and think Snow" Brad Miller PSIA - C Nordic administrator

21 20 NCTF Conference 2016 Recap Children s Ned Pinske Assessments: All division s (other than central) offer separate CS1 and CS2 events and continue to utilize the traditional PSIA Exam assessment model: o Introduce/review content required/expected in assessment via event, clinic, module, and/or example. o Observe and assess participant teaching presentations followed by examiner questioning o Examiner awarded pass/fail supported by a scorecard o CS2 tends to be more assessment vs education focused No division wishes to create another higher level in the children s credentialing process. Education: Each division has developed and implemented unique and amazing ways to deliver common children s information and content. Most divisions are exploring and implementing various technology platforms to deliver information and content (pod casts, webinars, videos, websites, apps, ). All divisions wish to improve children s learning experiences through improved instructor education and training, delivered by school trainers. Divisional Staffing: All divisions require (or will require) Children s Education Staff members to be at or above the competency level required for their respective discipline Education Staffs. Initiatives: Develop and implement a Children s School Trainer curriculum and program CS1 prerequisite Collaborate with USSA in program development Create/design/develop, implement, and continually evaluate a system to deliver relevant, current and historical information, of value to new and experienced children s instructors, through all communication channels; on snow and indoor clinics, national symposiums, electronic media (videos, podcasts, webinars ), and printed manuals. Demonstrate international leadership in Children s Snow Sport Education at Interski Opportunities: Improve communication and sharing among divisional leadership to improve the effectiveness and efficiency of the development, implementation and evaluation of educational and assessment materials and processes