The Portfolio Series has been added to the PSIA-C Curriculum to compliment the Portfolios.

The Portfolio Series has been added to the PSIA-C Curriculum to compliment the Portfolios. See the AP 101, 202 & 303 Course Syllabuses for more information. Updated 10.4.10

We value your input You can help us by sending your feedback to: info@psia-c.org Instructor Name: E-Mail Address: Address: Home Phone: Work Phone: Cell Phone: Resort Affiliation: PSIA-C Membership Number: PSIA National Membership Number: Number of Years Teaching: Number of Years a Member of PSIA: Member Validation: Print Name Signature Snowsport Director Validation: Print Name Signature This Validation should only be signed by a PSIA-C Education Staff Member, Accredited Trainer, Designated Resort Trainer or Snowsports School Director. PSIA-C Alpine Level 2 Portfolio

INTRODUCTION TO PSIA CENTRALS GUIDE TO ALPINE EDUCATION & CERTIFICATION THE PORTFOLIO PROCESS Dear Member: Perhaps you have heard of the phrase: The future is in your hands? Well, within PSIA Central, that saying has literally, as well as figuratively, come true. In your hands you hold one of the keys to your future as a snowsports instructor. The Portfolio Pathways to Education and Certification is the new mechanism for assessing and tracking your professional development. You may pursue certification levels 1,2 or 3 as a validation of your progress in the industry; you may choose a series of accreditations building into an impressive resume. The portfolio along with the educational curriculum is designed to help you manage your growth and take more control of your future. All PSIA-C members should start using the portfolio now. Within these pages you will find the materials to guide you towards your goals. There are specific requirements for Level 1, Level 2, and Level 3 education pathways. These portfolios have been designed to foster better understanding of the prerequisites to obtaining certification at each level. The portfolio process is about keeping track of where you have been and where you are going and the education curriculum provides choices along your pathway. This process provides a practical path towards an education pathway where certification becomes the outcome of education. With the guidance of the portfolio you can design your own path for growth and build your resume in a more consistent and rewarding fashion. The education pathway portion of the Portfolio will continue evolving as we revise, update and improve our curriculum for your benefit. For the 2001-10 season some minor changes have been made. The new 2010 National Certification Standards have been inserted, Perhaps the most important note to make, however, is that the portfolio: Pathways to Education and Certification is designed to foster movement between the pathways of certification and education Professional growth never comes (except to a lucky few) in a quick, straightforward fashion. Reallife experiences such as your snowsports school teaching, observations of other instructors, clinics, education events, family interactions and social awareness along with personal characteristics such as athletic ability, ethics, morality, interpersonal skills and self confidence all mold you into the individual and instructor you are. These influences create a flexible and positive attitude toward your students; fellow instructors and your ski school as you meet the day-to-day, year-to-year challenges of a successful career in snowsports. It is our hope that you will see in the portfolio, Pathways to Education and Certification, the possibilities you envision for yourself and the possibilities that will become more real as you complete the pages you now hold in your hands. To compliment the Portfolio the PSIA-C Education Certification Committee is rolling out a Portfolio course series (Alpine Portfolio 102, 202 & 303). We believe that these courses will help you with enhancing your education process of becoming the best snowsports instructor that you can be. Sincerley, ASEA-Central Alpine Education Certification Committee

NEW PSIA-C EDUCATIONAL OFFERINGS FOR 2010-2011 To enhance your portfolio experience we have added the Portfolio Series Education Courses. Please see the PSIA-C Events Calendar for course listings available on our PSIA-C Web Site: www.psia-c.org AP 101 Portfolio Development Course Prerequisite: Registered Member AP - ALPINE PORTFOLIO SERIES COURSES This course is designed for the individual new to ski instruction. Participants will learn the basic principles of the American Teaching System, which includes the Teaching Model and the Skiing Model. This course will be utilizing the Level I Portfolio, Level I Study Guide and Level I National Standards as the basis of the course. The course is designed to improve your knowledge of the Skiers Responsibility code, how to track your own personal development. It will test you application of skiing and general teaching knowledge along with help you improve your movement analysis. Skill Concepts, Skiing Concepts and visual Cues will all be utilized to help you with your pursuit of education and/or certification if desired. What will you need to bring: Copy of Level I Study Guide Copy of the Level I Portfolio AP 202 Portfolio Development Course Prerequisite: Level 1 Certified This course is designed for the instructor who has obtained Level I Certification and wants to take their knowledge and skills to a higher level. The basis of the course will be working off the Level II Portfolio and National Standards. This course will help you with organizing your teaching lessons via solid teaching progressions and how to develop teaching assignments. It will help identify skills via movement analysis and how they lead to different outcomes. Skills Concepts, Skiing Concepts and Visual Cues will all be utilized to help you with your pursuit of education and/or certification if so desired. It will help you with you own Personal Development, application of skiing skills, tasks (how they relate to skills applications), Skills Assessment and Technical Knowledge of Your Own Skiing What will you need to bring: Copy of the Level II Portfolio AP 303 Portfolio Development Course Prerequisite: Level 2 Certified This course is designed for the member who has obtained their Level II certification and is looking to take their Ski Instructing to the highest level. The course will be working off the Level III Portfolio and Level National Standards. It will cover how to track your ski education, improve your professional development in Skiing and Teaching. Personal Development. Tasks will be used as a vehicle to analyze different movement patterns and how they relate to skill applications. You will be working on your own personal assessment. Tasks - Related Skiing and Skills Assessment. Movement Analysis will be used to improve your general teaching knowledge. This will help you you re your ability to analyze the difference between Effective versus Ineffective skiing. What will you need to bring: Copy of the Level III Portfolio

Table of Contents Portfolio Users Guide 3 Your Responsibility Code 4 Level II Portfolio 5 Tracking Your Ski Instruction 6 Certification Requirements 7-8 Level II Portfolio Study Guide 9 Tasks Related Skills 10-11 General Skiing Preparation 12-13 Technical Knowledge of Your Skiing 14-15 Teaching - General Knowledge 16 Movement Analysis 17 Teaching Assignment Examples 18 Sample Teaching Log 19 Skills Concept 20 Skiing Principles 21-22 Skiing Concepts 23-24 Visual Cues 25-26 Technical Knowledge 27 Resources to Enhance your Professional Development 28 Blank Teaching Logs 29-30 Teaching Log 31 Clinic Log 32 Notes Pages 33-36 References 37 Insert: New 2010 National Alpine Certification Standards

Portfolio User s Guide Written by - Joan Rostad, author, PSIA Professional Development Portfolio, edited with permission The current PSIA-C Mission states that we support our members, as a part of the snowsports industry, to: Develop personally and professionally Create positive learning experiences Have more fun. By using the PSIA-C portfolio it will help serve as a tool to help meet the objectives stated in the Mission Statement. The Portfolio is intended to be a as a road map 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. Together you will be able to develop your portfolio and give feedback to one another. You may want to have a Level III 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, II and III portfolios serve several functions. 1. They help guide ski school training to ensure that a broad range of training topics are addressed. 2. They will help ski school s monitor the progress of an individual instructor s progress. 3. Use of the Portfolio 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-C Trainers Development Program that is already in place. The goal is to help you create an educational pathway that 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 help you check, date, and sign each category in your portfolio upon your completion of those requirements. To help keep track of your Portfolio progress, spaces for trainer initials precede Portfolio requirements within categories that may require multiple training sessions to complete. Your area trainer can help you check, date, and sign each category in your portfolio upon your completion of those requirements. 3

Your Responsibility Code Skiing and snowboarding can be enjoyed in many ways. At ski areas you may see people using alpine, snowboard, telemark, cross country and other specialized ski equipment, such as that used by disabled or other skiers. Regardless of how you decide to enjoy the slopes, always show courtesy to others and be aware that there are elements of risk in skiing that common sense and personal awareness can help reduce. Observe the code listed below and share with other skiers the responsibility for a great skiing experience. Always stay in control. People ahead of you have the right of way. Stop in a safe place for you and others. Whenever starting downhill or merging, look uphill and yield. Use devices to help prevent runaway equipment. Observe signs and warnings, and keep off closed trails. Know how to use the lifts safely. Be safety conscious and KNOW THE CODE. IT S YOUR RESPONSIBILITY. This is a partial list. Officially endorsed by: NATIONAL SKI AREAS ASSOCIATION. 4

Level II 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 tracking 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 prepare ski instructors for each level of PSIA certification, thus ensuring higher rates of success at exams. n Assists ski schools in developing qualified personnel Completing Your Portfolio It is recommended that your area trainers guide you through the completion of your Portfolio. Use a combination of indoor and on-hill activities to enhance this process. Should your Snowsports School combined the portfolio with the Trainers Development Program you have a complete Snowsports School training program. To help keep track of your portfolio progress, check, off the areas that you have completed. 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. Available from the PSIA-C web site (www.psia-c.org) & PSIA National (www.thesnowpros.org): n PSIA-C Level 1 Study Guide n PSIA-C (AB) Alpine Beyond Trainers Development Program 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, 2nd Edition n Childrens 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 5

Tracking your Ski Instruction Education - Other Courses You Have Taken List other courses you have completed. Use this document to collect your notes and papers from other courses that you have taken. This manual contains pages for documenting your notes from the courses you completed in the back of the portfolio. 5 List of PSIA-C Courses Completed: 5 Name of Course: Location: Date Completed: 5 Name of Course: Location: Date Completed: 5 Name of Course: Location: Date Completed: 5 Name of Course: Location: Date Completed: 5 Name of Course: Location: Date Completed: 5 Name of Course: Location: Date Completed: 5 Name of Course: Location: Date Completed: 5 Name of Course: Location: Date Completed: 5 Children s Accreditation: Location: Date Completed: 5 PSIA Events in Other Divisions: 5 Name of Course: Location: Date Completed: 5 Name of Course: Location: Date Completed: 5 National Academies/Meetings 5 Name of Course: Location: Date Completed: 5 Race Camps 5 Name of Course: Location: Date Completed: 5 USSA Coaching Certification(s) : 5 Name of Course: Location: Date Completed: 5 Name of Course: Location: Date Completed: 5 Race Coaching Background: 5 Participate in event(s) or exam other than primary discipline 5 Course Name: Location: Date Completed: 5 Course Name: Location: Date Completed: 5 Course Name: Location: Date Completed: 5 Leadership Positions, BOD, AA, ECC 5 Snowsports Related College Courses 5 Course Name: Location: Date Completed: 5 Course Name: Location: Date Completed: 5 Course Name: Location: Date Completed: 5 Cert. or Accred. In other Snowsports 5 Course Name: Location: Date Completed: 5 Course Name: Location: Date Completed: 6

Certified Level II Requirements Certified level II ski instructors teach through the intermediate zone. They have mastery of the material and skills of certified levels I and II. Level II instructors primarily teach beginner/novice zone and intermediate zone skiers. They understand skiing and teaching and can perform at or beyond Level II standards as described in the PSIA Certification Standards. Instructor candidates will be held to the knowledge and performance standards of the level at which they are testing, as well as the criteria for all preceding levels. A description of the PSIA certification standards and the PSIA-C certification requirements are available through the division web site at www.psia-c.org. The majority of classes taught in ski school fall into the certified level II realm. Because of the variety of classes and students certified level II instructors will often encounter situations in which lesson plans, teaching methodology, and skiing mechanics are not predetermined. These instructors need a solid knowledge base and the skill to adapt as terrain, snow, and students become more challenging. Certification Process 0 Be a Level I Certified instructor in good standing in PSIA and PSIA-C (current dues). 0 Complete the level PSIA-C Level II portfolio (highly recommended). 0 Successfully complete the Level II written test. 0 Attest to exam preparedness as described on the event registration form. 0 Fulfill all requirements before registering for the Level II skiing assessment. Certification Procedure 0 Submit completed event registration form and fees at least two weeks prior to the assessment to: American Snowsport Education Association - Central 3225 W. St. Joseph St., Lansing, MI 48917 (517) 327-0601 Fax (517) 321-0495 info@psia-c.org 0 Event Registration forms are available through the division web site at www.psia-c.org. Assessments 0 Have someone film you so you can take a look at your own skiing. This will help you become more aware of where your skill development is. If you keep a video library of your skiing it can be compared over a period of time. This will help you determine what kind of progress is being made. 0 Have others help you with this review and participate in their personal video shots. This will help both of you to develop a better understanding of the strengths and weaknesses that you have. The following courses will help you with your Education Pathway towards becoming a certified instructor if desired. n (AP) Alpine Portfolio Development Series n (AE) Alpine Education Series n (AR) Alpine Race Series n (AS) Alpine Specialty Series n (AV) Video Series Courses n (CH) Children s Series. See the PSIA-C Curriculum for more informations on the www.psia-c.org web site. 7

Professional Knowledge 0 Define basic Level II skiing terminology and be able to communicate concepts in simple language. (Page 88-91 - Glossary Section in the 2nd Edition of the PSIA Alpine Technical Manual). Alpine Certification Standards 0 Describe the fundamental movement patterns and characteristics of effective skiing and how they relate to ski design and the performance of the ski on the snow (Include: varying conditions including groomed, powder, bumps, steeper blue terrain, speed and radius changes, skidding versus carving skills). 0 Review the PSIA Skills Concept and the characteristics of effective skiing. (Page 11-18 in the 2nd Edition of the PSIA Alpine Technical Manual). 0 Identify common equipment safety issues including boot sizing, ski length choices, and possible binding problems you may encounter in Intermediate Zone skiers; discuss possible solutions.(page 32-33 in the 2nd Edition of the PSIA Alpine Technical Manual). 0 Identify equipment needs for Intermediate Zone skiers and categorize basic options and benefits of modern ski design (powder, race, Slalom, GS etc.). (Page 32-33 & 71 in the 2nd Edition of the PSIA Alpine Technical Manual). Application of Skiing Skills When you work on your skiing try the following basics: 0 Directional movements, vision, and pole action lead toward the intended direction of travel. 0 Fore-aft balance is managed over the whole foot with pressure distributed appropriately along the length of the ski. 0 Lateral balance and pressure is managed appropriately from outside ski to outside ski through turns. 0 Rotational (guiding) movements of both skis originate in the lower body and utilizes ski design appropriate to the task. 0 The edge angle of both skis progressively increase and decrease as needed. 0 Flexion and extension movements are used to manage balance, pressure, and edge release and engagement. 8

Level II Portfolio Study Guide for Level II Education & Certification The following sections have a series of questions. Use them as a study guide to: n Check your understanding and technical knowledge. n Assess your teaching and skiing abilities. n Document and keep track of what you have completed. n Create interaction and discussions with other instructors. These are not test questions and they will not be graded. They are for your own personal record keeping of self assessment. Self Awareness - Professional Development n Identify areas for personal improvement and create an action plan for change (see Core Concepts Manual) n Plan short and long range schedules for certification goals (check PSIA-C schedule and ski school schedule for clinic dates). Personal Development Self Assessment Completed. Professional Knowledge - Skill Development n Discuss situational variations of skill blend and tactical options through the intermediate zone. n Discuss appropriate movement patterns for creating pure carved vs. skidded turns (what movements create these outcomes?). n Discuss ski design and equipment needs for instructors and skiers in the intermediate zone based on terrain, conditions and personal preferences. n Identify common equipment safety issues in the intermediate zone. n Discuss duration, intensity, rate and timing as they relate to skill blend. n Discuss similarities and differences between skills application in the beginner/novice and intermediate skiing zones. Professional Knowledge: Skill Development Self Assessment Completed. 9

Tasks-Related Exercises On all Task related exercises try and focus on movements and how the skills are applied (balance, rotary, edging & pressure). You are the ultimate judge of your ability to perform the following tasks. Only perform these tasks if you believe you can do so safely and in control. Tasks-Related Skiing Preparation Your application of the basic skiing characteristics will help you with your own personal skiing assessment through the following skiing tasks. It is important to understand that these tasks are only vehicles through which you and others can assess your basic skiing skills. See Stepping Stones (Page 53-65 in the 2nd Edition of the PSIA Alpine Technical Manual). Wedge Turns (Green Terrain) 0 Describe wedge turns and discusses their relevance in the beginner/novice zone. 0 Discuss the skill blend needed to perform wedge turns. 0 Ski a consistent series of wedge turns on green terrain. See Stepping Stones (Page 53-65 in the 2nd Edition of the PSIA Alpine Technical Manual). Wedge Christie Turns (Green Terrain or Easiest Blue Terrain) 0 Describe wedge christie turns and discuss the similarities and differences between wedge turns and wedge christie turns. 0 Discuss the skill blend needed to perform wedge christie turns. 0 Ski a consistent series of wedge christie turns on green and easy blue terrain. See Stepping Stones (Page 53-65 in the 2nd Edition of the PSIA Alpine Technical Manual). Basic Parallel Turns (Blue Terrain) 0 Describe basic parallel turns and discuss the similarities and differences between wedge turns, wedge christie turns, and basic parallel turns. 0 Discuss the skill blend needed to perform basic parallel turns. 0 Ski a consistent series of basic parallel turns on green, blue and groomed black terrain. See Stepping Stones (Page 53-65 in the 2nd Edition of the PSIA Alpine Technical Manual). Free Skiing (Blue and Groomed Black Terrain) 0 Discuss the skill blends needed to free ski in the intermediate zone. 0 Free ski, adapting to terrain and snow conditions while showing: 0 Appropriate stance and balance in all situations on blue and groomed black terrain. 0 Simultaneous release and engagement of both edges at turn transition in short, medium, and long radius turns. 0 Appropriate tipping and steering movements of both legs to assist in turn shaping and speed control in short, medium, and long radius turns. See Stepping Stones (Page 65 in the 2nd Edition of the PSIA Alpine Technical Manual). 10

Short Radius Turns (Blue and Groomed Black Terrain) 0 Discuss the relevance of short radius turns for skiers in the intermediate zone. 0 Discuss the skill blend needed to perform short radius turns in the intermediate zone. 0 Perform a series of 20 short-radius turns in the fall line without poles on green and blue terrain, alternating between ten edge-set checked turns and ten round carved turns. 0 Repeat the task using poles. 0 Identify difficulties you have performing this tasks, and identify the possible causes. 0 Perform a series of 20 or more short-radius turns on three pitches of groomed terrain-first on beginner, intermediate and expert terrain. 0 Ski a series of short-radius hop turns and gradually blend them into round short turns with skis on the snow. See Stepping Stones (Page 65 in the 2nd Edition of the PSIA Alpine Technical Manual). Moguls (Blue Terrain) 0 Discuss the relevance of mogul skiing on all blue terrain and varying conditions for intermediate zone skiers. 0 Discuss the skill blends needed to ski moguls on entry level bump terrain. 0 Ski moguls on entry level bump terrain in varying snow conditions (maintain balance, rhythm, and consistent speed while demonstrating appropriate tactical choices). See Stepping Stones (Page 65 in the 2nd Edition of the PSIA Alpine Technical Manual). Self Assessment Drills 0 Discuss the importance and function of each of the following self-assessment drills as they relate to developing skills needed for effective skiing. 0 Discuss the skill blends needed to do each of the following self-assessment drills. 0 Work on mastering the following self-assessment drills. 0 Pivot Sideslips 0 Railroad Tracks 0 Rail Garlands 0 Dynamic Short and Medium Radius Turns 0 One Ski Skiing 0 Basic Parallel without Poles 11

General Skiing Preparation Preparing for the skiing portion of the assessment does not mean simply practicing the demonstrations and skiing tasks associated with the assessment. Although practicing assessment specific tasks is important, most people who do not meet the skiing standards have not developed the required basic skiing skills. For instance, if a skier does not possess the skill to guide the skis with the feet and legs, that skier may have difficulty skiing short radius turns or moguls. The following apply to all green, blue and easy black terrain at Intermediate Zone speeds and present just a few ways to evaluate and develop your skiing skills. Instructors should incorporate these and other basic skill improvement tasks, drills and exercises into their training. Turn Shape Variety 0 Perform a series of 15-20 turns switching from six short round turns to six long round turns to six short round turns, etc. 0 Repeat the alternating series of turns on green, blue and easy black terrain. 0 Repeat the series on groomed, chopped snow and powder snow. 0 Describe what you need to do to accurately transition from one radius to the other. 0 Evaluate your performance based on how well you are able to consistently apply the basic movements listed at the beginning of this section. Turn Consistency and Rhythm 0 Link a series of medium radius turns with consistent size and rhythm. 0 Link a series of long radius turns with consistent size and rhythm. 0 Link a series of short radius turns with consistent size and rhythm. 0 Describe how your movements differ depending on the size of the turns. 0 Evaluate your performance based on how well you are able to consistently apply the basic movements listed at the beginning of this section. Speed Control through Turn Shape 0 Perform a series of turns with an edge-set check to control speed. 0 Perform a series of turns with a gentle edge angle and as little check as possible, rounding out the bottom of the turn across the fall line to control speed. 0 Gradually increase edge angle and speed as you gain skill at controlling speed through shaping the turn across the fall line. 0 Evaluate your performance based on how well you are able to consistently apply the basic movements listed at the beginning of this section. 12

Variable Conditions, Tactics and Skill Application 0 Ski a series of medium radius turns on a run where part of the hill is groomed and part is not groomed. Use the transition between the groomed and ungroomed snow as your fallline. Make one turn on the groomed snow and one turn on the ungroomed snow. Turn transition should occur at the grooming transition. 0 Repeat the task with a series of short, medium turns and a series of long radius turns. 0 Describe the adjustments you make in each case. Adjusting Skill Blend Perform the skiing tasks in this study guide while adjusting the following: 0 Ski the tasks with minimal edge angle and then with high edge angle. 0 Ski the tasks as slowly as possible and then as fast as you feel comfortable. 0 Ski the tasks on green then blue then easy black terrain. 0 Describe the adjustments you make in each case. 0 Perform all of the skiing tasks in this study guide on groomed, crud and powder conditions. Skills Assessment Movement Drills to Practice 0 The goal is functional blending of skills to create a various movement patterns 0 The concept of making movements with a purpose is to link ski technique with tactical choices so that the movements product specific, and desirable outcomes. 0 The way you focus on the (DIRT) duration, intensity, rate and timing of balancing movements, edging movements and pressure control movements determine what your skis do in the snow, and when they do it. 0 When you make an athletic move, you may need to emphasize a one movement or skill over the other. 0 The duration, intensity, rate and timing of your movements will result in the desired tactical results 0 Identify specific movements that your working on using the drills listed below. 0 Develop a variety movements patterns and skill application an how it helps you with your tactical skiing. 0 For more information see: Pages 20-22 in the 2nd Edition of the Alpine Technical Manual. 1 Railroad Tracks 1 Pivot Slips 1 Basic Parallel 1 Dynamic Parallel Turns 1 Short Radius Turns 1 Rail Garlands 1 One Ski Skiing 1 Shuffles 13

TECHNICAL KNOWLEDGE OF YOUR OWN SKIING BEGINNING OF SEASON Complete a video review of yourself skiing short radius and dynamic parallel turns. Your responsibility is to 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. YES STANCE, BALANCE AND DIRECTIONAL MOVEMENTS 1) Balanced - selective effect of skis with either leg at any time? 2) Balance into the future? 3) Position of the hips over the feet (for/aft) 4) Flexing activity originating from the ankle to support movements through the book cuffs? NO 1 1 1 1 1 1 1 1 FUNCTIONAL BODY MOVEMENT 1) Strong inside half? Tip lead matching the alignment of body? 2) Inside half of the body higher and ahead of the outside half? 3) Strongest angles at the apex of the turn? EDGE RELEASE/EDGE ENGAGEMENT 1) Moving forward, in the direction of the new turn and through the boot cuffs? 2) Positive engagement of the skis tips draw you into the turn? 1 1 1 1 1 1 1 1 1 1 PRESSURE MANAGEMENT 1) Maintaining the strength in length of the outside leg? 1 1 ROTARY MOVEMENTS Both skis and legs turn together through a parallel turn, with femurs turning in the hip sockets (instead of the entire hip coming around). 1 1 14

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. Name: Date Completed: 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: 15

Teaching General Teaching Knowledge 0 Review the (learning partnership) coach/student relationship and principles developing trust with children and adults. 0 Review the components of the learning environment and discuss how to incorporate them into lessons that will create memorable experiences for new and returning students. 0 Discuss linear versus use of teaching models. 0 Discuss positive, negative and descriptive forms of feedback and appropriate timing of feedback for optimum results with children and adults. 0 Identify opportunities for application of the Responsibility Code in Intermediate Zone lessons with adults and children. 0 Discuss sensory learning preferences and learning styles and how to modify lesson information to include them (VAK). 0 Discuss command, task and reciprocal teaching styles and how to effectively use them in a lesson. 0 Explain the role of exercises and drills and describe how to effectively use them in lessons (give examples of several drills and explain their purpose). 0 Explain the Stepping Stones concept and discuss a wedge vs. parallel approach to learning for Novice through Intermediate Zone skiers (prior related skills, physical development etc.). 0 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 students). 0 Identify a specific technical focus that would help the students attain goals. Teaching Application 0 Teach the public through the intermediate zone (beginning parallel turns). 0 Demonstrate appropriate safety awareness with regards to loading and unloading lifts. 0 Demonstrate safe terrain choices based on the skill, goals, and the physical and psychological development of your students. 0 Demonstrate consistent application of the Responsibility Code throughout the lesson. 16

Movement Analysis 0 Utilize terminology in the PSIA-C Glossary and the PSIA Alpine Technical Manual to describe basic movement patterns of skiers through the Intermediate Zone. 0 Describe the fundamental skiing movements listed under Application of Skiing Skills this study guide relative to the intermediate zone. 0 Describe cause and effect relationships between observed movements and ski performance in the intermediate zone. Pay special attention to what movements look like during the initiation, shaping, and finishing phases of turn. 0 Describe a movement analysis model that you have used and why. 0 Effectively evaluate student performance various stages in the Intermediate Zone (include such factors as age, past experience, conditioning, emotional readiness). 0 Communicate prescriptions for skiing improvement in simple and positive language. Repeat the following movement analysis sessions multiple times with your trainers (on hill or with video) and identify the skier s ability to utilize the movements you are looking for. Suggested topics: 0 MA Session 1 (Focus on Fore/Aft Balance. What is happening during Turn Initiation and Turn Shaping, and Finish phase?). 0 MA Session 2 (Focus on Lateral Balance and Pressure. What is happening during Turn Transition and Turn Shaping, and Finish?). 0 MA Session 3 (Focus on the Origin of Rotational [guiding] Movements. What is happening during Turn Transition and Turn Shaping?). 0 MA Session 4 (Focus on Progressive Increase and Decrease of Edge Angle. What is happening during Turn Transition and Turn Shaping?). 0 MA Session 5 (Focus on Flexion and Extension Movements. What is happening during Turn Transition and Turn? Shaping?) 0 MA Session 6 (Focus on Directional Movements. What is happening during Turn Phases: Initiation, Shaping, Finishing Phases of the Turn?). See Movement Analysis (Page 39-44 in the 2nd Edition of the PSIA Alpine Technical Manual). 17

Movement Analysis Exercises 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. See Movement Analysis (Page 39-44 in the 2nd Edition of the PSIA Alpine Technical Manual). 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). NOTES: MA Session 2 (What is happening relative to basic movements during turn transition and turn shaping?) MA Session 3 (Personal video review: Analyze your personal skiing relative to the basic movements) NOTES: MA Session 4 (World Cup level free skiing and racing video review: Observe the basics in world-class skiers.) NOTES: MA Session 5 (On hill analysis of your peers and trainers with prescriptive feedback and improvement planning.) NOTES: 18

Teaching Log - (complete) Log entries allow you to track your teaching and provide a tool for you to practice and discuss your lessons with trainers. If you are planning on taking a Level 2 Assessment, PSIA-C recommends you perform a minimum of 25 hours of teaching at the Intermediate Zone. Follow the sample log outlined below. Be brief but thorough in your lesson review. Your log should: 0 Be descriptive enough to be understandable by others. 0 Be reviewed in a timely fashion to make your discussion with others more valuable.. Sample Log Date Guest Age Group Experience Zone Hours 12-31-09 2 16 Intermediate 4 Describe you students expectations: They want to learn how to ski bumps. Describe your students basic movements/skills: Most of the class stood on the backs of the skis a lot and had a stiff outside leg when they turned. Describe your students important strength(s): They are all pretty aggressive and want to have fun. Describe Lesson goal for student(s): Get everyone to turn in moguls. Describe the specific technical focus you chose to help the student(s) attain that goal: Get everyone to learn how to stand up over the feet so the skis turn more easily and their legs bend more effectively. Describe your lesson: As we skied to the chair, I had everyone try to jump up off the ground so they would have to center themselves over their feet. I asked everyone to try and jump and land from their ankles over imaginary bumps on the cat track. We found some really small bumps and we traversed back in forth them jumping off the tops as we went. I had them try to jump from a sitting position and then from a stance over their ankles, mixing this up so they could feel the difference. Then we searched the mountain for small bumps and played a modified game of Simon Says where they were only suppose to jump when I yelled jump but they were suppose to be ready over their ankles at any time. We traded off leaders to yell, Jump to give everyone a chance to lead. 19

THE SKILLS CONCEPT The Skills Concept is: The theory that all skiing movements can be categorized into four major categorized into four major headings: Balance Movements, Rotary Movements, Edge Control Movements, and Pressure Control Movements. The Skills Concept was developed by PSIA. 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 Tip certain body parts to edge the skis. n Rotate the back, hips, legs, and/or feet to help turn 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: 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. Pressure Control Movements: Managing and manipulating pressure variations between the skis and the snow. See Skills Concept (Page 11-20 in the 2nd Edition of the PSIA Alpine Technical Manual). 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. 20

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 constand 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. 21

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. 22

OUTLINE OF THE SKIING CONCEPTS also see Skills Concepts on page 21 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. 23

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. 24

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. 25

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. 26

PSIA-I/AASI-I Trainer Accreditation Technical Knowledge 4 Have you had a completed professional alignment assessment and have you incorporated findings into personal equipment setup. Comments 4 Name of Alignment Professional: 4 Comment on what you found out. Do you believe the results and why? 4 What was done to your boots and why? Have the changes helped? Skiing In this section, seek out other Instructors (preferably Level III or Examiners) to verify you are skiing at the standard that is expected of a candidate for level II. Have someone shoot video of you. Perform a self assessment of yourself first, then ask others for input. What did you find out? 27

Resources to enhance your Professional Development NEW 2010 PSIA Alpine Certification Standards www.thesnowpros.org/index.php/psia-aasi/education-station/certification-standards/ The following are all available on the PSIA National Web Site: www.thesnowpros.org/ 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: www.psia-c.org 31

Date Guest Age Group Experience Zone Hours Describe you students expectations: Describe your students basic movements/skills: Describe your students important strength(s): Describe Lesson goal for student(s): Describe the specific technical focus you chose to help the student(s) attain that goal: Describe your lesson: Date Guest Age Group Experience Zone Hours Describe you students expectations: Describe your students basic movements/skills: Describe your students important strength(s): Describe Lesson goal for student(s): Describe the specific technical focus you chose to help the student(s) attain that goal: Describe your lesson: 32

Date Guest Age Group Experience Zone Hours Describe you students expectations: Describe your students basic movements/skills: Describe your students important strength(s): Describe Lesson goal for student(s): Describe the specific technical focus you chose to help the student(s) attain that goal: Describe your lesson: Date Guest Age Group Experience Zone Hours Describe you students expectations: Describe your students basic movements/skills: Describe your students important strength(s): Describe Lesson goal for student(s): Describe the specific technical focus you chose to help the student(s) attain that goal: Describe your lesson: 33

Teaching Log This is a good place to track your hours of teaching. Date Hours Topic Comments 34

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 35

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: 36

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: 37

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: 38

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: 39

References - Credits Alpine Technical Manual, Skiing & Teaching Skills, 2nd Edition, 2002, 2007. 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 40

Professional Ski Instructors of America Alpine Certification Standards 2010 National Standards: Level One, Level Two, Level Three Updated June 16, 2010