Diva Ski Tips

There are lots of good ways to approach a teaching task. The point of this series of posts is not to give you “the answer” but to show you different ways work through the task. The task Twelve year old boy, fairly athletic, wedge Christy skis matching at the end of the turn.  Coach him to get his skis to match at the beginning of the turn. Technical or tactical focus? Read about the difference between technical and tactical I would say technical What skill should we work on? Read more about the skills concept Balance? We know he’s fairly athletic and matching skis, it sounds like balance is more or less working. Rotary? If he is matching skis at the bottom of the turn, then rotary skill are in play. So you can further develop that skill by working on inside leg steering. Pressure? Adding flexion and extension will help him let go of the old turn and move into the new one creating an earlier match. Edging? If he can learn to flatten the inside ski, then he can use his

The Professional Ski Instructors of America (PSIA) and American Association of Snowboard Instructors (AASI) are our professional organizations.  They advocate for snowsports and educate and certify snowsport instructors. Financial Let’s get to right the money, since we’re all worried about it. My dues for the 2009-10 season are $109. Here’s how I took advantage of my membership last season: • Pro deal on new skis • Nine days of PSIA-E clinics • Two day PSIA-I steeps clinic at Jackson Hole • Four discounted lift tickets at different areas I estimate the retail value of this at $3,838 and I paid $1,423 simply because I am a PSIA member. I did a lot last year because I was preparing for exam. But even when I don’t travel as much, the membership still pays for itself. Training As a PSIA member, you can go to clinics in your division, any other division in the country and the awesome national academy. The people teaching your clinics are some of the finest skiers and teachers wo

Aspen Snowmass Backcountry skiing at Aspen Highlands. The base damage was totally worth it.

If you spend any amount of time teaching skiing, especially at Liberty, you will certainly hear people talking about traveling to PSIA exams. PSIA certification is a process that validates all of the hard work we put in learning how to be better skiers and teachers. It is impossible to get to the point of being able to take an exam without the help and support of many people: ski school staff, trainers, friends, family, and others. You might think once a candidate is signed up for the exam and ready to leave that the support ends. That’s where you’d be wrong. Yes, it’s possible to go to an exam on your own. But it’s a lot more fun and much less stressful if you have an exam chaperone or two. At Liberty we’re usually lucky enough to have a Level 1 event at our own ski area so you don’t have to worry about a chaperone in your first season or two. But once you progress to be an aspiring Level 2 or 3, traveling to an exam becomes a necessity. (We have hosted a Level 2 teaching exam in the

This is the second post in a series for new instructors. The first is A noob’s guide to ski teaching In the first post we talked about the importance of training to improve your skiing and teaching. In this post we’ll talk about the dos and don’ts of training clinics. Do be ready to go on time , with your phone off, and in uniform (if uniform is required). Do have an open mind Ski equipment and technique is ever-changing. If you want to be a successful new instructor you need to let go of old ideas and old skiing. Do ask for feedback Aside from talking too much, the biggest criticism I hear about clinics is that the trainer didn’t give someone personal feedback. I want everyone to walk away with some personal feedback but in a large group I could miss someone. I would never get mad if someone asked me what I saw in their skiing or teaching. But it’s helpful to ask during the clinic so I can take another look or immediately afterwards before I start to forget. Do understand

Often in coaching situations we are looking for new ways to help students experience the sensations that are crucial to understanding effective skiing. Here are some exercises that were new to me last year and are great especially for those learners who are ‘feelers’ (aka kinesthetic learners). Giving a target sensation to ‘search for’ while skiing helps give students a feedback mechanism that they can use even without an instructor present, extending the learning period beyond just a lesson time period. Static Exercises for demonstration or to provoke feelings in skiing situations 1. Functional tension in the core muscles (basically the large muscles in your torso) will help create a relationship between the upper and lower body that will facilitate steering with the legs. To help students understand the muscle contractions that they will feel, you can utilize this static exercise: Place your hands on the students hips while standing in front of the student. Push back with one hand an

There are lots of different styles of teaching that can appeal to different learner’s needs and add variety to the lesson. Using one teaching style can become tedious, mix it up. Command You are the main focus of the group while explaining and demonstrating the skill to students for the first time. You explain, demonstrate, execute and evaluate. Benefits Works well with children since setting safety boundaries and controlling the group is important. Works well when introducing a skill for the first time. Task You step back and watch the students performing the activity. You are free to provide feedback and make the sure the students are performing the task correctly. With children boundaries are very important, set clear starting and stopping points. Benefits Stepping back allows you time to watch and give feedback. Effective when developing new skills or working on very specfic movements. Reciprocal You pair students up, with one student as the performer and one as the

How many people get what they want if they walk into a car dealership and say "I want to buy a car today" without having any more information to share - what size, brand, style, color, price range? It's the same when you walk into a ski clinic - if your stated goal is to 'ski better' you might not get what you want in the end. As I was writing about my own goals for ski season, I recognized that I set goals in a slightly different way than some of the instructors I work with.  For example, many of the instructors that come to clinic say, "I want to pass the XXX exam this year." That's a good goal, but it's lazy.  No, no, no - not that it's lazy to train for an exam, but if that's all you have to say, you've been lazy in your own goal setting process .  Plus, if you don't pass the exam and it was your only goal, does it mean you had a failed ski season ?  If you're not going for an exam, does that mean you've stopped lea

Inside, outside, uphill, downhill Ok ski instructors, how you make things complicated with terminology.

When you tell my technical director you want to go for certification, the first thing he always says is “What’s your plan?” I’m taking a teaching exam this season and this is my plan. Refresh I’m hitting the books, web and my notes to make sure my foundation of teaching and tech knowledge is solid. The key books to study are the Core Concepts for Snowsports Instructors , Alpine Technical Manual: Skiing and Teaching Skills and the Children’s Instruction Manual . My posts give you idea of the breadth and depth of what I’m studying. I can easily fit in time to work through the book learning a chunk at a time, once the season starts I won’t be able to. Strategize Next I want to start working through lesson plans. When I’m working with a student, I have a limited amount of time to come up with a plan. I want to spend some time working through different scenarios and coming up with lesson plans. I want to ponder teaching styles, learning styles, drills for skills, common problems a

I heart Weems and think every instructor should get over to edgechange.com and get his book. Changing edges is the critical move at the critical moment that determines whether you will make, and connect, smooth, fluid turns—or whether you’ll be taken over by alien beings bent on destroying your dignity (and your body). What follows are several ways of thinking about edge change. Each serves as a different cue to evoke a different awareness in the body, and all are effective. You choose. Change both edges at once. The body wants to “walk”—using one foot, then the other. Resist the bipedal urge! Instead, tip both edges from one side to the other at the same time. This is, after all, the definition of “parallel” skiing. Tip first, then turn. Your boots are naturally tipped uphill at the end of a turn. Before you try to change direction, tip both of them downhill. Tip them downhill before you try any other move. Very scary! It can feel like you’re falling off the mountain; but i

Student centered Outcome based Experiential Learning partnership based Guest service driven From the heart

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. • Hip and arm moves together (imagine a cable between wrist and hip) • Both skis tip simultaneously and create the same angles • Short leg/long leg • Maintain ski/snow contact As the turn develops, the focus should be to keep the inside half of the body raised and ahead of the outside half. • Leveling of the shoulder and hips • Inside half of body moves as a package • Both skis track at the start of the turn The relationship of the upper and lower body is a key factor in creating the alignment that allows maximum strength of the outside leg. This will help produce a turn that can be quick and accurate to develop to the apex and a powerful stance thro

Effective The core supplies the strength and functional tension to the inside half of the body to facilitate the steering activity of the legs. • Tension to builds up and is released into the new turn • Quiet upper body • The skier’s legs turn underneath a strong/stable torso to help guide the skis through the turn. • Both skis and legs turn together throughout a parallel turn with the femurs turning in the hip sockets (instead of the entire hip coming around) • Movements are progressive, unless an aggressive move is necessary Steering movements of the legs allow us to adjust the radius of the turn and control speed • Shoulders don’t follow tips • Shoulders and hips level • The skis are tipped and turned an appropriate amount to create a smooth C-shaped arc. During turn transitions the lower body releases then realigns with the upper body. • Constant speed and turn shape • Tips follow tails • Center of mass travels a more narrow path then legs Ski into and out of cou

Appropriate pole usage can help us secure/maintain the present turn or initiate the next turn. • The package (hand, shoulder, hip and knee) moves together • Hands are in the right place because of movements of the shoulders not hands • As the hips move, the pole moves. Arm movements are timed with extension • The pole moves straight into the new turn, not around the body Proper pole usage requires discipline and accuracy of arm movements and pole swing. It is the upper body and core that positions the arms and the arms that can take the upper body out of position. A rotary type pole swing holds on to the old turn. A more linear swing helps to accurately direct movements into the new turn.

Effective edging Focus on moving forward, in the direction of the new turn and through the boot cuffs to create • Round turn shape • Long leg/short leg w/ edge engagement • Consistent stance width • Parallel shins and boots, maintaining forward and lateral contact • Tension of the inside leg helps maintain alignment. Flexion of the inside ankle directs movement forward and laterally for edge-angle adjustments. Both skis should move to the new edges simultaneously versus sequentially, while striving to maintain ski/snow contact (with both skis). • Angulation occurs early in the turn • Smooth transitions • Snow sprays to the side of the hill • Both skis tip the same amount early in the turn with the strongest angles developing in or near the fall line. Edge release and re-engagement should happen in one fluid movement. • The tracks will show this • Skier doesn’t hold on to the turn to long • Tails do not displace The positive engagement of the skis’ tips should draw y

Lateral weight transfer is a component of pressure management. It can happen progressively or abruptly, depending on the desired outcome. • Smooth and flowing transition • Not much snow spray • Joints progressively flex and extend • Skis flow evenly and smoothly over the terrain • Skis bend progressively, with the entire length engaged Maintain the "strength in length" of the outside leg during the highest loading portion of the turn unless yielding to the influence of terrain and snow conditions or releasing the turn. Tactics, terrain, speed, snow conditions and turn shape will alter the timing, intensity and the amount of weight distribution along the length of the ski and foot to foot. Pressure management incorporates aspects of fore/aft adjustments as well as lateral movements. When pressure control is lacking, the skier looks as if she or he is fighting the terrain rather than working with it. • The skis and skier get bounced around by the terrain. • The

EFFECTIVE stance, balance and directional movements The skier is in balance when they can have a positive, selective effect on any of the skills at any time. If this is happening the following will be visible: • Turns flow into the next • Skier doesn’t have to make a corrective move before making an active move • Hips are over feet • Shins are in contact with boot • Tails follow tips • Angle of the spine is parallel to the angle of the shin The entire body is involved and participates in balancing. The focus is on balancing in the future. If this is happening the following will be visible: • The hips are centered throughout the turn, promoting a movement forward through the finish and into the new turn. • Flexing originates from the ankles and is supported by the knees, hips and lower back. • The inside hand, shoulder, and hip lead the turn shaping and finish, resulting in a countered relationship between upper and lower body. (Relates to the turn size and shape) • The

So you’ve taken the plunge and singed up for an instructor training course, here’s what they aren’t going to tell you that you need to know. Being a ski instructor can be addictive During new instructor training last season, one of my students kept telling me that she just wanted to learn how to teach her grandchildren and didn’t want to be an instructor. She was one of the standout new instructors last year, got her level 1 certification and is back for more. Networking, networking, networking There will be a bar where instructors at your mountain hang out. The veterans know ins and outs of your school and they’ll tell you everything you need to know over a beer or soda. As an aside, I don’t drink and it’s never been a problem. You’ll quickly learn to budget an extra 20 minutes to say goodbye in the bar. It takes that long to hug everyone. Most ski instructors are huggers. Don’t buy anything As an instructor, particularly a certified instructor, you get access to pro deals

by Mermer Blakeslee PSIA-E Alpine Exam Guide (Oct. 2009)   Introduction (Goal Setting) Introduce yourself. Open a dialogue with your student so that you create the feeling that learning is easy and fun. Ask questions so you learn about your student and what (s)he wants from you. Watch your student so you can discern his/her skill level (and what (s)he needs the most). Plan what to do to reach an achievable goal, one that satisfies what your student wants and what you can offer.   Body (The Progression) Speak concisely in simple language. Ask, “Am I being clear?” Show clearly what to do. Make sure your student can see you. Point out parts of the body they should look at. Ask, “Could you see that?” Let the student do it. Give necessary logistics (follow you? follow another student? where to stop, etc.). Give Feedback Be specific. Check for reaction. End on a positive note. Repeat or progress to the next step based on your student’s performance and attitude.   Summar

The American Teaching System is simply effective and versatile skiing that has core movements and skills that develop over time. Movements allow for different body shapes, terrain, equipment and conditions. The Principles of American Skiing include: 1. Having outcomes and images of contemporary skiing In your head you know want you wnat your skis to do and what you want to look like while skiing. The skiing image that PSIA aspires to be is efficient, functional, precise, clean, elegant, fresh, effective, accurate, exciting, contemporary, and incorporates full use of the equipment available. 2. Evolving the Skills Concept A skill is a specific movement sequence that accompanies a given task or group of tasks. The PSIA Skills Concept offers a versatile template of fundamental skiing movements and skills. If you understand the concepts of how balancing movements, rotary movements, edging movements, and pressure-control movements lead to proficient skiing, then you are on your way

“The CAP Model” helps us remember the three basic categories [Cognitive, Affective, Physical], which make up human development as it relates to skiing. The level at which a child understands, behaves and moves depends on their growth and development. Your ability to communicate skiing information to children (cognitive) depends on: How children process information. How children express themselves. How children reason. Young children understand the world in concrete or experience based terms. This means they comprehend only what they can see or touch, or have seen or touched before. Abstract thinking begins to develop by age eleven or twelve. Concepts such as cause and effect, time and space, and distance and speed, are developed over time. A child’s understanding of these ideas can affect their understanding of communication attempts. The ability to process information grows with the child. Very young children may not be able to attend to putting on skis while receiving stimu