Visual learners
These students learn best by watching and imitating others. The following guidelines are helpful when teaching visual learners.
• Ski well-executed demonstrations that illustrate the point. Be careful not to exaggerate and destroy the picture of good skiing.
• Target the students’ attention to a certain part of your body or to particular movements.
• Let students view demonstrations from different angles (front, back, side). Provide stationary images or skiing images while students follow.
• Use video of the students’ skiing as well as video of model skiing. Allow visual learners to make their own comparisons and visual connections.
• Have the student follow you and watch what or where you do something
Auditory learners
These students rely on verbal input to process information. The following guidelines are helpful when teaching auditory learners.
• Give clear, concise descriptions to what students should do, see, and feel in their skiing, because auditory learners are typically thinkers and very cognitive.
• Be sure to explain why things happen so students can make connections between words and actions.
• Provide time for auditory learners to repeat the information in their own words. Listen for their interpretations and check their understanding. These learners will benefit from verbalizing their ideas.
• Pace interactions with verbal learners so they do not slow down other students in the group. Use lift rides and lunch times to for in-depth discussions.
• Use descriptive words to paint accurate pictures of skiing movements. Let the students choose their own descriptive words, and be sure to mirror their choice of language.
• Give the student verbal cues related to the movement you are coaching. For example: Sloooww, touch
Kinesthetic learners
These students learn best by feeling external sensations, such as feeling pressure of the shin against the front of the boot. (Note: All students can benefit from an awareness of what skiing feels like when it is done well. Repetitions of these sensations create learned movement patterns.) The following guidelines are helpful when teaching kinesthetic learners.
• Check the students’ ski equipment for proper fit, adjustment, etc.
• Let the students describe what they feel in their skiing. Be sure to mirror their choice of language they use to describe movements or sensations.
• Help students feel certain things by touching them in appropriate places. Ask permission first, and then move their bodies to help them feel something specific, such as the sensation of bending at the knees versus the hips.
• Demonstrate and describe what students should feel.
• Introduce new skills or movements on groomed terrain. If the terrain is too challenging, kinesthetic learners may become preoccupied with the sensations related to the slope rather than the task at hand.
These students learn best by watching and imitating others. The following guidelines are helpful when teaching visual learners.
• Ski well-executed demonstrations that illustrate the point. Be careful not to exaggerate and destroy the picture of good skiing.
• Target the students’ attention to a certain part of your body or to particular movements.
• Let students view demonstrations from different angles (front, back, side). Provide stationary images or skiing images while students follow.
• Use video of the students’ skiing as well as video of model skiing. Allow visual learners to make their own comparisons and visual connections.
• Have the student follow you and watch what or where you do something
Auditory learners
These students rely on verbal input to process information. The following guidelines are helpful when teaching auditory learners.
• Give clear, concise descriptions to what students should do, see, and feel in their skiing, because auditory learners are typically thinkers and very cognitive.
• Be sure to explain why things happen so students can make connections between words and actions.
• Provide time for auditory learners to repeat the information in their own words. Listen for their interpretations and check their understanding. These learners will benefit from verbalizing their ideas.
• Pace interactions with verbal learners so they do not slow down other students in the group. Use lift rides and lunch times to for in-depth discussions.
• Use descriptive words to paint accurate pictures of skiing movements. Let the students choose their own descriptive words, and be sure to mirror their choice of language.
• Give the student verbal cues related to the movement you are coaching. For example: Sloooww, touch
Kinesthetic learners
These students learn best by feeling external sensations, such as feeling pressure of the shin against the front of the boot. (Note: All students can benefit from an awareness of what skiing feels like when it is done well. Repetitions of these sensations create learned movement patterns.) The following guidelines are helpful when teaching kinesthetic learners.
• Check the students’ ski equipment for proper fit, adjustment, etc.
• Let the students describe what they feel in their skiing. Be sure to mirror their choice of language they use to describe movements or sensations.
• Help students feel certain things by touching them in appropriate places. Ask permission first, and then move their bodies to help them feel something specific, such as the sensation of bending at the knees versus the hips.
• Demonstrate and describe what students should feel.
• Introduce new skills or movements on groomed terrain. If the terrain is too challenging, kinesthetic learners may become preoccupied with the sensations related to the slope rather than the task at hand.
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