From Alpine Technical Manual, Chapter 4
PSIA, ©2002
Introduction
• Movement analysis is the process of comparing a student’s current ability to the desired goals.
• You will need to view skiing from the perspectives of the parts as well as the whole.
• Observe > describe > identify cause and effect
Major Components
• Ask questions to assess abilities, desires and goals.
• Understand how a ski should perform in the snow
• Observe skiing movements and skills
• Understand the application of those skiing movements and skills
• Establish a game plan that will improve the student’s skiing
• Be adaptable and willing to change directions progressions and plans when needed.
• Focus on creating lasting and valuable experiences and memories
Where do we want to go?
Ability may be based on factors such as
• Past experience > when they last skied, how often, where they spend their time skiing
• Injuries
• Conditioning
• Skills in other sports > transfer learning from familiar skills
• Gender (refer to core concepts)
• Musculoskeletal structure (refer to core concepts)
• Age
Desire can depend on
• Intentions and goals
• State of mind
• Energy level
• Health
Where are we now?
Observe and Describe
• Think of skiing movements as viable solutions to a skier’s intentions rather than being good or bad.
• One way to get started is to give students a specific task for their first run as a basis for you to compare their relative strengths and give them something to focus on.
• Watch the students from various points of view (coming towards, skiing away, side)
See table 4.1, pg. 30 for examples of things to look for
Understanding Cause and Effect
• Consider terrain and snow conditions
• Notice what the skis are doing on the snow and how this is affected by body movements
• All movements of a skier should in harmony with the direction of travel
• Some combinations for movements must be performed with a specific timing
• Differentiate b/w movements that define a skier’s style and those that adversely affect performance.
How do we get there?
• The direction you take should be based on their desires and goals
• Develop new skills on familiar terrain; perform learn skills on new terrain
• Select terrain where students feel comfortable
• Figure out how the students learn (see Core Concepts)
• Choose exercises and tasks that specifically focus on the desired changes
• Give verbal descriptions as well as demos, try to read students to see if you need more or less information
• Show a visual image
• Have the students do what you are doing and describing
• Relate your teaching to what they know
• Give accurate and purposeful feedback to students
• Compare the desired movement to a sound
• Give them ample time for trial and error
• Practice time starts after a task is achieved
• Be considerate
Feedback
• Refer to Core Concepts for more information
• A skier creates a habit because it works
• Focus on exactly what you just asked your students to do
• Use your senses (visual, auditory, kinesthetic) to give feedback that both the student’s brain and body can understand
• Watch body alignment movements to monitor progress and asses whether the student’s understood the task
• Listen to make sure the students understand you and you them
• Do the task yourself so that you can understand the movements
Assesment Example pg 32
PSIA, ©2002
Introduction
• Movement analysis is the process of comparing a student’s current ability to the desired goals.
• You will need to view skiing from the perspectives of the parts as well as the whole.
• Observe > describe > identify cause and effect
Major Components
• Ask questions to assess abilities, desires and goals.
• Understand how a ski should perform in the snow
• Observe skiing movements and skills
• Understand the application of those skiing movements and skills
• Establish a game plan that will improve the student’s skiing
• Be adaptable and willing to change directions progressions and plans when needed.
• Focus on creating lasting and valuable experiences and memories
Where do we want to go?
Ability may be based on factors such as
• Past experience > when they last skied, how often, where they spend their time skiing
• Injuries
• Conditioning
• Skills in other sports > transfer learning from familiar skills
• Gender (refer to core concepts)
• Musculoskeletal structure (refer to core concepts)
• Age
Desire can depend on
• Intentions and goals
• State of mind
• Energy level
• Health
Where are we now?
Observe and Describe
• Think of skiing movements as viable solutions to a skier’s intentions rather than being good or bad.
• One way to get started is to give students a specific task for their first run as a basis for you to compare their relative strengths and give them something to focus on.
• Watch the students from various points of view (coming towards, skiing away, side)
See table 4.1, pg. 30 for examples of things to look for
Understanding Cause and Effect
• Consider terrain and snow conditions
• Notice what the skis are doing on the snow and how this is affected by body movements
• All movements of a skier should in harmony with the direction of travel
• Some combinations for movements must be performed with a specific timing
• Differentiate b/w movements that define a skier’s style and those that adversely affect performance.
How do we get there?
• The direction you take should be based on their desires and goals
• Develop new skills on familiar terrain; perform learn skills on new terrain
• Select terrain where students feel comfortable
• Figure out how the students learn (see Core Concepts)
• Choose exercises and tasks that specifically focus on the desired changes
• Give verbal descriptions as well as demos, try to read students to see if you need more or less information
• Show a visual image
• Have the students do what you are doing and describing
• Relate your teaching to what they know
• Give accurate and purposeful feedback to students
• Compare the desired movement to a sound
• Give them ample time for trial and error
• Practice time starts after a task is achieved
• Be considerate
Feedback
• Refer to Core Concepts for more information
• A skier creates a habit because it works
• Focus on exactly what you just asked your students to do
• Use your senses (visual, auditory, kinesthetic) to give feedback that both the student’s brain and body can understand
• Watch body alignment movements to monitor progress and asses whether the student’s understood the task
• Listen to make sure the students understand you and you them
• Do the task yourself so that you can understand the movements
Assesment Example pg 32
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