Skip to main content

Safety and Class Management

Make safety a routine and drill it every time.

For example:
  • Always look uphill before starting a run, keep an eye on merging traffic.
  • Stop away from the group and then approach.
  • Explain ropes, signs and warnings.


Terrain

  • Is the terrain appropriate for everyone in the group?
  • Do athletes seem relaxed and eager to learn on the terrain?
  • Is the slope too crowed?
  • Are the conditions safe for the group’s ability?
  • Athletes are freshest in the morning. Work on the most difficult terrain before lunch. You can do skill drills in the afternoon on easier terrain.
  • If you find yourself on difficult terrain, work on tactics, sideslipping and speed control. Pretty soon you can make a black feel like a blue.

Group Handling

  • Count early and often. Establish a routine time to count, usually at the top and bottom of every run. Have your group do the counting for you.
  • Set up a place to meet if someone gets lost.
  • Give clear directions on where athletes should stop and what trail they should ski on.

Stopping

  • Always be clear on where you want athletes to stop.
  • Stop where you can be seen by uphill skiers.
  • Never stop in the middle of the trail or under a lift.
Riding the Lift

  • Review loading and unloading procedures before the first few rides. Practice with a stationary chair, if one is available, or draw lines in the snow.
  • Watch and learn – Form groups near the lift and allow students to watch people getting on the lift and you talk them through the process.
  • Establish rules – Always hold on to the bar, always face forward.
  • Designate a meeting place at the top of the lift.
  • Check for loose clothing.
  • Check to see if athletes have removed pole straps from wrists before loading.
  • If it is necessary to assist them loading or unloading, grab them under the arm and guide them.
  • Constant Vigilance! – Even experienced skiers get distracted and mess up

Dealing with Accidents

  • Send someone to contact Ski Patrol – not an athlete, not you. Lift attendants and some on-snow personnel can contact Ski Patrol.
  • Have the group stop together in a safe place, away from the injured athlete.
  • Put a pair of skis in an X to warn oncoming traffic.
  • Keep the injured skier as warm and comfortable as possible.
  • Don’t move equipment or the injured athlete.
  • Reassure the athlete and keep him or her calm until the Ski Patrol arrives.
  • Once the athlete is under Ski Patrol’s care, get the rest of the group off the hill and follow your mountain's reporting procedure
Correcting unsafe behavior

  • Immediately address the problem, don’t let the athlete think that behavior is acceptable
  • Address the problem privately, there is no reason to embarrass them
  • Make sure the athlete understands why this behavior
  • If the issue persists contact a supervisor or the athlete’s parent

Comments

Popular posts from this blog

Learning Styles – Doers, Feelers, Thinkers, Watchers

A learning style is the way a person’s sensory, perceptual, memorial, decision-making, and feedback mechanisms operate. Or more simply, the preferred technique to approach learning. Some students have a dominant style and others are comfortable in more than one. PSIA references different theories on learning styles, this is a classic one. Doers Values active experimentation Pragmatic, practical, functional Good problem solvers, work well with others Constantly active, doesn’t like being idle and gets frustrated with too much talking Learn by experimenting, trial and error Instructor should provide experiences that will guide the child Experiential learning is an effective method for all students

Ages 7 to 12 – CAP

Cognitive I do best with one direction at a time I need to know “why” I’m asked to do certain things I will ask questions I can learn in a variety of ways I like process more than the goals I like to be challenged and successful I can describe and explain I will remember the highlights of my day Characteristics ---  Instructor Responses Can separate reality from imagination > Avoid the use of fantasy; it makes them feel that you are treating them like babies Can understand things they can’t see --- Use hypotheticals (what ifs) to introduce cause and effect and explain why something worked or didn’t work May overestimate their abilities (I can do anything!) --- Keep them reined in to avoid unsafe situations or setbacks Affective I want ownership in my day and can work independently I compare my achievements to those of my peers I want to have fun and like to play games I like to be responsible for my learning I like to know when I’ve...

Getting ready to get into the bumps

I love teaching bumps. I’m a recovering bump-a-phobe. Learning lots of tactics and tricks really helped me love them. I like to think I can help someone make a similar breakthrough. This post has general ideas on teaching bumps. But I’d like to talk about how I develop tactics and skills before I take someone in there. My mom’s family is from New York and they love their bagels with a heaping mass of cream cheese. A cheese knife, spreader or what we call a “schmearer” is a key piece of equipment. The flat blade easily spreads cream cheese or peanut butter. I like to ski bumps like I use a schmearer by standing tall and keeping the edge angle low. This makes it easier for my legs to steer my skis and create nice “C” shaped turns. Standing tall gives us the added bonus of lots of room to flex and extend later. You can pair students up and ask the follower to watch the tips. Are the tips leading the tails? Are the tips pointing across the hill before they change direction? Once...