Skip to main content

Effective and ineffective edging

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 you into the turn versus displacing the tails to start the turn.

We create the image of arcing into the apex versus just arcing away from it.
• The strongest angles are created in the fall line

Strive to use the skis’ design as effectively as possible.

Ineffective edging
Without appropriate edging skills, the skier is unable to control the radius, shape or speed of the turn.
• 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.
• The skier stands straight up before moving into the turn or moves up and back instead of in a diagonal direction toward the turn.
• The skier uses extra movements, such as lifting the inside ski or stemming to change edges.
• The skier may over-flex the hips or knees to tip the skis onto an edge.
• The skier’s movement into the turn is inaccurate, causing loss of alignment and balance.

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?

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...