Skip to main content

Questions to Ask for Movement Analysis




By Diva and Diva2 (Debbie and Kerry)


Movement analysis is a process, and not something we can cover in one blog post. In fact, it’s not something you can learn from reading or watching videos either. Both of those should be part of your learning—you need to understand the fundamental movements and what they look like before you can start to identify them on snow. But to get you started on what you should be looking for, here are some questions to ask when you are looking at a skier: 

What are the skis doing?

  • Do the skis leave a round arc in the snow? 
  • Is the pivot point under foot, at tip, or at tail of ski?
  • Do the skis stay same distance apart?
  • Do the skis grip snow or slip across snow? (Carved or skidded?)
  • Are the skis on snow or off? (Catching air?)
  • Do the skis move simultaneously or sequentially?
  • Where is the snow spray coming from, front of ski, boot, or back of ski?
  • Where in the turn do you see snow sprayed
  • Are the edges engaged more at some points in the turn and less in others?
  • Are the edges engaged at the same angle, or is one ski tipped more than the
    other?
  • Is one ski turning more than the other?
     
     What is the skier doing?

  • Are the joints (ankle, knee, hip) flexing evenly?  
  • Does the tipping come from the legs or is the entire body tipping?
  • Does the head move up and down?
  • Does the body face the outside of the arc, the inside of the arc, or the tips of skis?
  • Is the outside leg flexed or straight?
  • Is the inside leg flexed more than outside leg?
  • Is the pole swing and touch part of old turn or new? (i.e. where in the arc is the swing and touch happening?)
  • Are the shoulders level with the terrain or tipped?
  • Is the inside foot ahead, behind, or next to the outside foot?
  • Where is the skier looking?
  • Is there an anticipated directional movement with the body and what direction is it moving?
     
    Now that you have some direction, go out and look at skiers. See if you can pick out the answers to these questions. Go along with a more experienced instructor and ask them to help you determine whether you are seeing the movements correctly. Then you need to draw upon your earlier study of the Alpine Technical Manual, Core Concepts Manual, and other references for the fundamental movements of skiing including on-snow clinics, to determine the cause of inefficiencies in a skier’s movement. Once you have determined the cause, you can work on what the prescription will be to improve the efficiency and effectiveness of your student’s movements. Remember when talking to your student the answers to these questions should be stated as objective observations without negative connotation.
      
    Credit also goes to Dave Capron and Chris Ericson (PSIA-E Technical Team) who presented most of these questions in a straightforward compilation during their indoor clinic on Movement Analysis.

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...