casi level 1

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | INTRODUCTION 1

WHAT IS CASI?

introduction

The Canadian Association of Snowboard Instructors (CASI) was formed in 1994 and incorporated in 1995.

BOARD OF DIRECTORS*

EXECUTIVE DIRECTOR

TECHNICAL & EDUCATIONALCOMMITTEE*

NAT. TECHNICALCOORDINATOR

NAT. COURSECOORDINATOR

EXECUTIVEASSISTANT

REGIONALCOORDINATORS

NATIONAL OFFICESTAFF

= Reports to= Liases with= Volunteer Positions*

CASI’s head office is located in Montreal, Quebec. CASI trains and certifies Canada’s snowboard instructors. It ensures that a national standard of safe and efficient snowboard instruction is maintained to serve Canadian snowboarders and the snowboarding industry.

CASI has six regions across Canada: British Columbia, Alberta, Manitoba/Saskatchewan, Ontario, Quebec and Atlantic. Each region has a Regional Coordinator to administer Level 1 courses.

CASI’s Organizational Structure:

Who Governs CASI?CASI is one of the only professional snowboard instruction certification bodies that is run entirely by snowboarders, for snowboarders, and not as a branch of a skiing organiza-tion. It has a six-member national Board of Directors, four elected by the membership, one appointed by the Canadian Ski Instructors’ Alliance (CSIA) and the Executive Director (both of which are non-voting members). The Board conducts CASI’s affairs and business, which are then administered by the Executive Director.

2 INTRODUCTION | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

USEFUL WEB SITES:CASI

www.casi-acms.com

National Offi cewww.snowpro.com

Canadian Snowboard Federation www.csf.ca

Coaching Association of Canadawww.coach.ca

CASI has a Technical & Educational Committee (TEC) made up of seven members – four elected regionally, two appointed members, and chaired by the National Technical Coordinator. The committee meets throughout the year to make decisions regarding course content, reference guide content and technical doctrine, and to make those recommenda-tions to the Board of Directors for approval. CASI has a National Technical Coordinator to monitor and carry out the technical aspects of the organization.

How Do I Become a Member of CASI?To become a member of CASI you must first attend and successfully complete a Level 1 Instructor Certification Course. These are held at many locations across Canada every winter. Members receive the latest information on technique and teaching methods via regular newsletters and clinics.

What Instructor Certification Courses Can I Take?CASI instructor certification has four levels:

Level One is an introductory course designed to teach instructors how to introduce snow-boarding to beginner and novice riders.

Level Two focuses on intermediate and advanced level riding and skills-based teaching skills.

Level Three focuses on advanced riding techniques, including Terrain Park teaching, Advanced Freeriding, and Introductory Pedagogy (Instructor Training) skills.

Level Four hones the expert riding techniques, applies those skills to expert terrain, and requires advanced pedagogy skills and experience.

CASI also offers additional certifications and programs:

Park Instructor: The Park Instructor course introduces instructors to teaching entry-level terrain park riders safe methods of using park features.

Rider Improvement Sessions: These sessions are aimed at personal riding development in a variety of disciplines - for example, Park, Plate Riding, Freeriding.

Additional InformationFor more information, call or write:

Canadian Association of Snowboard Instructors - Head Office4900 Jean Talon West, Suite 220

Montreal, Quebec, Canada H4P 1W9

Tel: (514) 748-2648

Toll Free: 1-800-811-6428

Fax: (514) 748-2476

Toll Free: 1-800-811-6427

Email: [email protected]


Member BenefitsCASI has obtained the following benefits on behalf of its members.

EQUIPMENT “PRO DEALS”CASI’s “Pro Deals” could save you hundreds of dollars on the purchase of your equipment this year. The exact value of savings varies between suppliers, but discounts for major equipment generally runs between 30-50% off the retail price. Once you’ve paid your dues you can then access the CASI Pro Deals page on our website at www.casi-acms.com, then enter your name and membership number, and start saving!

INSURANCELiability Insurance: If you are instructing (while working at a recognized snow school), or just freeriding, and you’re involved in an ac-cident, CASI’s Liability Insurance will cover you up to $10 million. In a general way, our policy provides financial protection against claims for “bodily injury” or “property damage” to third parties and defence costs associated with a lawsuit.Accident/Disability Insurance: You are eligible for this plan when performing your duties as an instructor or participating in any activities sponsored by CASI for which compensation is received. You are also covered while travelling to or from your residence to your work site. Lump sum benefits would be payable should you, as the result of an accident: die, lose a limb, or be dismembered. You would also be re-imbursed for your medical and dental expenses. In case of disability, we would provide you with a weekly indemnity (up to $500.00 /week).Evaluator Disability Insurance: CASI provides WCB coverage to all Evaluators who teach courses on CASI’s behalf.House, Car & Travel Insurance: Preferred rates are being offered (where applicable).

COMMUNICATIONSCASI Website: Check out our website at: www.casi-acms.com where you’ll find: all the info on CASI; the latest course dates and locations; job postings; the latest issue of Boarder Line; and articles of interest to Instructors and Resort Management alike. You can even pay your dues, update your contact information, and register for courses on-line.CASI Forum: CASI members can now com-municate with each other online via our web forum. Post topics for discussion regarding courses, progams, riding tips and feedback, or general snowboarding ideas.“Boarderline”: CASI’s newsletter, which is

published three times a year, provides our members with the latest info on courses, regional news, job opportunities, articles of interest for instructors and coaches and an “Industry Section” where we publish informa-tive articles.Toll Free Phone Lines: So that our members can contact us more easily, CASI provides toll free lines to the National Office (including a toll free fax line,) as well as one to our Executive Director.

SCHOLARSHIP PROGRAMA scholarship program has been set up to help members advance to the next level. The schol-arship comes in the form of a $200 bursary, which can be applied to the certification course of their choice. This program is open to all Canadian CASI members who wish to advance their instructional qualifications and is ideally aimed at those wanting to get their Levels 3 and 4.If you would like to apply for a scholarship, please visit our website for submission criteria. Deadline: one month prior to the course being applied for.Funding for these scholarships was initially provided by CASI. Contributions to the schol-arship programs are invited, and depending on the funds available in any given year, the number of recipients may increase as the funds become available.If you would like to donate funds to our schol-arship program, please do so on your dues invoice, or you can contact Dan Genge, our Executive Director, for more details.

INTERNATIONAL RECOGNITIONISIA: Once you become a Level 4 Instructor you can apply to the International Ski Instructors’ Association (ISIA) for your International Rating and ISIA sticker. Attach it to your CASI mem-bership passport and present it whenever you want to ride or teach outside Canada.Interski: Every four years all the skiing & snow-boarding nations of the world get together to exchange ideas and methodology about their system of instruction. CASI has represented Canada at the last four (Japan ’95, Norway ’99, Switzerland ‘03 and Korea ‘07) and is very well respected on the world stage. CASI is looking forward to future Interski congresses.

JOB OPPORTUNITIESBy becoming CASI certified, you now have the opportunity to work anywhere in Canada or around the world as a Snowboard Instructor, regardless of whether you’re ISIA rated or not.

To assist you in obtaining employment, CASI publishes job opportunities in our Boarder Line newsletter and on our website. Not only do we publish what’s available, based on the resort’s requests, we have now published a directory of all snow schools in Canada and all of our Interski contacts, on our website. So if you would like to work at a particular resort, look them up in the directory and contact them through the numbers provided.

NATIONAL CERTIFICATION COURSESCASI’s mandate is to train and certify snow-board instructors, and to ensure that a national standard of safe and efficient snowboard in-struction is maintained. This national standard of training, through the implementation of cer-tification courses, training materials, manuals, seminars, and video productions, is constantly being developed and updated.

ONLINE UPDATE PROGRAMUpdate your certification with the latest details regarding CASI teaching techniques and orga-nization news. Visit us at www.casi-acms.com and click on “Programs” for more info.

NATIONAL INDUSTRY PARTNERSCASI represents snowboarding and it’s mem-bers by being actively involved in the Canadian Ski/Snowboard Industry, as a member, associ-ate member, and/or partner with the following organizations:

Atlantic Ski Areas AssociationCanada West Ski Areas Association Canadian Association of Disabled SkiersCanadian Avalanche AssociationCanadian Ski Coaches FederationCanadian Ski CouncilCanadian Ski Instructors’ AllianceCanadian Snowboard FederationNational Snow Industries Association Ontario Ski Resorts AssociationQuebec Ski Areas Association

NATIONAL PROGRAMSCASI is continually trying to find ways to help the snow industry generate more business, bet-ter train our membership, and ultimately creat-ing a need for more Instructors in Canada. The following programs have been very successful: The Instructor Training Program, Resort Training Manual, CASI Training Videos, and CASI STEP Program.

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CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

code of ethicsEach Member of the Canadian Association of Snowboard Instructors shall be governed by this Code of Ethics and shall adhere to the following articles at all times, both while on and off duty. The strict observance of the Code is intended to bring prestige and honour to the Association, and help to build the profession of snowboarding into one that will stand high in the opinion of the general public and the ski/snowboarding industry.

Article 1: Being a Member shall be syn-onymous with the finest aspects of the sport of snowboarding; namely integrity, honour and respect at all times for those who have placed their trust in you and your teaching ability.

Article 2: The public has the right to expect the best, most up-to-date and uni-form instruction available. Therefore, it is the duty of each Member to learn all new techniques, and variations or modifica-tions of existing techniques on a timely basis. To be outdated in technique is unfair to our Association, our fellow Members and the public.

Article 3: A Member has a responsibility to professionally represent the sport of snow-boarding and the Association as a whole and, in particular, (but without limitation) this responsibility extends to the snow school area to which he/she is attached.

Article 4: No Member shall misrepresent him/herself as to his/her level of certifi-cation or membership status within the Association.

Article 5: No Member shall apply for a position in the snowboarding industry without prior knowledge that the position is available. To try to solicit a position already held by another Member is unethical. Loyalty to fellow Members is an integral part of this Code.

Article 6: No Member shall sponsor or promote any equipment which he has not personally tested and approved to be of high quality. Support of commercial en-terprises by Members for monetary gain

rather than from a sense of conviction, amounts to a misrepresentation to the public and other members and jeopardizes the integrity of the Association as a whole.

Article 7: Members must meet their professional and financial obligations promptly and conduct all their business dealings in a most ethical manner befitting the standards of the Association.

Article 8: Members are always in the pub-lic eye and must therefore exhibit exem-plary essentials of true sportsmanship and good behaviour. In a snow resort area, the resort often accords privileges, and, under no circumstances, should these be taken as a right, nor should they be abused so as to cause embarrassment to any instruc-tor, Member, director or area operator of such resort.

Article 9: As snowboarding is a sport enjoyed by many in their formative years, Members have a responsibility to the youth of this country to set a proper example for them to follow. Under no circumstances will Members engage in any illegal and/or criminal activities. Use of alcohol while representing the Association and use of prohibited substances under any circum-stances will not be tolerated.

Article 10: Members must adhere to the Alpine Responsibility Code attached hereto, and the Alpine Responsibility Code is hereby incorporated into this Code of Ethics by reference.

Article 11: The Board of Directors shall take appropriate disciplinary action should any Member be in breach of any of the

Articles of this Code. Disciplinary ac-tion may vary from a simple reprimand to lifetime suspension or termination of membership.

The AlpineResponsibility Code1. Always stay in control. You must be able to stop, or avoid other people or ob-jects.

2. People ahead of you have the right-of-way. It is your responsibility to avoid them.

3. Do not stop where you obstruct a trail or are not visible from above.

4. Before starting downhill or merging onto a trail, look uphill and yield to oth-ers.

5. If you are involved in or witness a col-lision or accident, you must remain at the scene and identify yourself to the Ski Patrol.

6. Always use proper devices to help con-trol runaway equipment.

7. Observe and obey all posted signs and warnings.

8. Keep off closed trails and closed areas.

9. You must not use lifts or terrain if your ability is impaired through use of alcohol or drugs.

10. You must have suffi cient physical dexterity, ability, and knowledge to safe-ly load, ride, and unload lifts. If in doubt, ask a lift attendant.


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DIDYOUKNOW?

KNOW BEFORE

YOU GO.

The CASI Level 2

Prep Course can

help to make sure

you get the pin.

www.casi-acms.com

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | TEACHING THEORY 1

teaching theory

This chapter outlines some basic teaching principles and shows how

to apply them to snowboarding. These principles are the keys to be-

coming an effective instructor. Your number one goal in teaching

should be to create a positive, fun experience that your students will

remember.

2 TEACHING THEORY | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

GUEST SERVICEAs an instructor, you are in a unique position to create a memorable experience for your students. Your ability to cater to your students’ needs and goals will help to ensure a valu-able experience.

The majority of snowboard lessons are taught to beginner riders, and children. This is your opportunity to create life-long snowboarders, and help to develop our sport. Your attitude plays the biggest role in this. Be enthusiastic and positive, and work to motivate your stu-dents to come back for more.

Guest Interaction Tips:

SmileLearn names, and use themBe friendly – put students at easeCustomize your approachTeach for results, and student-centred successFinish on a positive note, with a sincere thank you and goodbye

People Skills

Being at ease communicating with students is a skill that takes practice. Make people feel important by using their names, and involving them in the decisions you are making while teaching. Ensure that your decisions are based on their success, needs and wants. Try to take on the role of an “agreeable listener”, and avoid argument (admit when you may be wrong).

CLASS MANAGEMENT AND SAFETYThe following tips will assist you in creating a safe experience for your students:

Ensure that you are familiar with your students’ experience level. (I.E.: Are they familiar with the use of lifts? Have they been to the resort before?)Include a physical and mental warm-up in your lessons.Use safe stopping areas, away from traffic and terrain changes. Ensure you are visible from above.Promote awareness for other snowboarders and skiers.Alert students to changes in terrain or conditions.Gather students around you in a small area to avoid collisions.Be sure to tell your students what is happening next, so they know what to expect.Plan your runs ahead of time, and ensure your students’ know where you are going, and where to meet.Count and keep track of students at all times.Use extra caution when using lifts, particularly with children. Be aware of resort policies regarding children on lifts.

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THE ROLE OF THEINSTRUCTORThe following skills and attitudes will make you more effective as an instructor.

1. An understanding of the information you want to transfer.

Instructors must have credibility. You must be able to “do as you say.” It is im-portant to demonstrate adequate skill in your riding, and a thorough understand-ing of your sport. This includes:

A sound knowledge of snowboarding technique and equipment

A sound knowledge of terrain and snow conditions

These subjects all are covered in the Reference Guide. You are the primary source of information for your students, so know your subject!

2. A positive attitude

Instructors must build a positive atti-tude towards learning. A student trying to acquire new skills or to apply new techniques can become frustrated and anxious. You, as the instructor, must be patient and supportive. The principles of learning and techniques of training out-lined in this section will help you to build and maintain a positive attitude in the teaching environment.

3. Effective communication

Approximately 60% of all communica-tion is altered in some way as a result of interpretation, misconception, or some other factor. Your students can easily misinterpret what you say. To avoid con-fusion, make your message as clear and direct as possible.

4. Ability to analyse performance

You will be required to analyse each student’s performance by pinpointing the cause of a problem (cause and effect relationship). Based on your analysis, you will set performance goals and make sure the students understand their per-formance objectives. This subject is dis-cussed in detail in the section, “Analysis and Improvement.”

5. Leadership in coaching and guiding your students

An understanding of snowboarding theo-ry and practice is fundamental to being a good instructor. The best instructors also develop good leadership skills so that they can communicate more effectively with their students, and pass on their in-formation and skills. The instructor who can take teaching material and tailor it to the needs of the individuals in the group will achieve better results.

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CUSTOMIZING FOR CUSTOMERSEveryone’s different and vive la différence! “Finding a fit” with your students will be much easier if you understand learning styles and apply some basic learning principles. For example:

Adapt your language, humour and explanations to the clientele (young children, experienced boarders, mature riders, non-athletic students, etc.).Be aware of differences – aggressive, quick learners need a different lesson format than timid or hesitant students.Use the strengths of the good students in the class to assist you. Try to determine why weaker students may not be accomplishing the tasks. Be sensitive to their needs (I.E. possible learning barriers, nervousness, lack of self-confidence, physical limitations, etc).Give equal attention to all students in your class. Try to ensure that the group stays together and progresses at the same rate.

LEARNING STYLESIn general there are three types of learners:

a) Cognitive Learners

b) Experiential Learners

c) Observational Learners

We are all a blend of each, but in each of us one type tends to be dominant. Each style has advantages and disadvantages. Be aware of the differences – teach effectively by tailoring the lesson to the needs of each rider.

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Cognitive Learners - “Thinkers”

Characteristics:

Can handle abstract subjectsIs often articulatePlans wellOver-analyses thingsResists immediate actionUnderplays emotion/enthusiasm

Instructional approaches:

Provide ample reading material and time for reading and reviewing.Point out pros and cons of various actions.Provide time for adequate discussion and debate.Devise alternative plans and strate-gies.Force action when necessary.Analyse and give feedback.

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Experiential Learners - “Doers”

Characteristics:

Keen to tryLearns from mistakesConstantly refines performanceImpetuous, not always preparedFrequently fails to achieve objectivesAttempts to do things without help


Provide opportunity for “safe” experi-ments.Encourage repetition of successful action.Anticipate failure.Help them in “plunging ahead.”Force discussion and planning.Reinforce positive results.

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Observational Learners - “Watchers”

Characteristics:

Avoids making mistakesImitates success, adapts easilyIs flexible in approachIs willing to changeNeeds repeated demonstrationsOnly as good as the instructor


Demonstrate alternative approaches.Allow time for mental “rehearsal”.Discuss analytical and abstract material.Reward innovation.Encourage activity.Build on results.

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Consider the learning style of each student in selecting a teaching approach. Whatever the method of teaching, adapt to the needs of your student(s) and involve them in the planning process. Students who “buy into” the program will learn more effectively.


EXPLANATION10%

STUDENT TRIAL50%

DEMONSTRATION10%

FEEDBACK30%

THETRAINING

CYCLE

PRINCIPLES OF LEARNINGThe following principles will help you in creating a valuable lesson experience.

1. Telling Doesn’t Ensure Learning

One of the most common errors made in teaching is to tell students something, and assume that they have learned. They may not have understood the information in the first place. Telling is not teaching and it does not ensure learning. It is simply one-way communication. Have students put ideas into practice to demonstrate that they have learned. Help them to learn by having them use the information or skill that you have described.

2. People Learn By Doing

People only learn once they have processed information in some way. Practice makes perfect – doing makes sense. Encourage students to try the skills you are teaching, and accept failed attempts as part of the learning process.

3. What People Do First, They Learn Best

Teach a student one thing at a time to ensure understanding and correct performance of a manoeuvre, before going on to the next. We remember best what we learn first. If we learn the correct technique first, we will continue to use it throughout our riding career. Unfortunately, people can learn incorrect methods just as easily as correct methods – explaining, no matter how accurate, is no substitute for seeing, doing and feeling with the right guidance.

4. Small Steps Are The Best Way To Learn

Break your information down into small steps. This allows the student to absorb each new piece of information and to experience it cor-rectly before he/she is presented with another piece to be learned. Organize these small steps, or “building blocks”, into a logical order that allows for cumulative, sequential learning. Through observation and questioning you can check the student’s learning and under-standing on the building blocks before proceeding to the next step.

5. Feedback Improves Learning

Give positive feedback to let students know what is being performed correctly, so that they have a basis for evaluating their own perfor-mance. Also provide them with tips and suggestions to improve the next attempt. The sooner students receive feedback about their per-formance, the more effective the learning will be. For example: after observing one or two turns made by the student, review the specific skill, provide positive reinforcement and tips for improvement, and give a demonstration of the skill. As you demonstrate, have the stu-dent pay particular attention to what it is he/she is being asked to do. Prior to the next run, quickly review that specific technique again.

TEACHING TECHNIQUESWithout a good lesson plan, your lesson stands very little chance of being successful. Keep in mind the various “Learning Styles” and “Learning Principles” – here’s how to apply them and use them in creating a good plan.

Explanation - 10%

What, Why, How, Where & When

Demonstration - 10%

Follow the explanation - do what you said you were going to do.

“A picture is worth a thousand words”

Check for understanding

Student Trial - 50%

People learn by doing!

Feedback - 30% (Analysis & Improvement)

Immediate feedback provides the best opportunity for improvement.

Focus on what is being done well, what can be im-proved on.

Use of P.T.T. (“Positive, To, Try”)

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THE TRAINING CYCLEThe Training cycle is a systematic approach which:

Provides for immediate two-way communication and feedbackGives you a formula to ensure your teaching is effectiveGives the student a positive framework for learningEnsures learning without unnecessary trainingAssists in diagnosing the learning progress, and offering feedback on perfor- manceFacilitates re-teaching of missed or misunderstood information

1. Explanation

Give the students a clear verbal picture of the skill to be learned and encourage a ques-tioning attitude. Use plain, uncomplicated language, and key words to help keep ideas simple. Try using the “What, Why, How” approach to keep explanations simple:

What is it that you want to get across? What’s the goal?Why will this benefit the student? Where is it used?How is it accomplished? What are the movements, feelings and body parts involved?

2. Demonstration

Demonstrate the skill to the students. Follow the pattern of the explanation closely and, if the opportunity presents itself, explain again as you demonstrate. Through both seeing and hearing simultaneously, the student receives a lasting impression. Ask appropriate ques-tions about the methods used to check the students’ understanding immediately following the demonstration.

3. Student Trial

Have the students try the skill, tactic or manoeuvre you have demonstrated. Don’t keep them waiting! Remember, they learn far more from actually doing than they do from watching. Try to maximize the student’s trial time by doing the following:

Use all available terrain – be aware of opportunities in terrain.Offer repeated, or familiar feedback in short bursts, or single words, which have meaning for the student.Keep explanations brief, simple, and to the point.

4. Feedback / Analysis And Improvement

Critique the students’ performance. First, point out the specific things that have been done well and then give them something to think of or work on for the next attempt. There is no need for negative comments, or comments which focus on the previous attempt. Keep your comments “future-focussed”. This way the students accept and continue to use the good skills and work to improve their weaknesses without negative feelings. Finish with positive reinforcement. Critiquing the students must immediately follow their practice to be of maximum value.

Using The Training Cycle

The Training Cycle allows you to move from one step to another, or go back to previous steps, depending upon the circumstances or the progress of your student. Make certain that the student is doing most of the riding, not you!

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See Appendix 8, “Pedagogy” for more information on how to give ef-fective feedback to students.


DEMO DETAILSWhen demonstrating, be aware of the following guidelines listed below and make full use of your demos. Remember, “a picture is worth a thousand words”. Your knowledge, experience and planning ensure that your demos are a success-ful means of teaching new riding tech-niques. Be confi dent, but remember that the objective of your demo is to teach, not to impress. Here are some guidelines for giving a demonstration:

Make good use of terrain

Keep it simple

Emphasize the part of the skill where improvement is needed

Do your best

Try to avoid demonstrating errors

Have the students try the move-ments while standing, to feel new feelings

Take into account the students’ equipment

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SETTING GOALS AND OBJECTIVESThis is a shared responsibility between you and your student(s).

Establishing performance goals and objectives is an important part of the teaching process because it forces you both to define the level of performance you want to achieve by the end of the lesson.Once the goals have been set, you can decide on a student-oriented lesson plan.The entire lesson focuses on an objective (a level of performance or manoeuvre). It is not an arbitrary collection of skills and drills that have no relevance to the stu-dents’ needs. There should be focus!The final test of the success of the lesson is the review of student’s accomplish-ments at the end of the class time.

Good performance objectives must be “S.M.A.R.T.”:

Specific: Both you and your student should identify and specify the performance level expected by the end of the lesson.Measurable: Both should establish the yardstick for measuring the performance.Achievable: Both should make certain the performance requirements are achievable within that time frame, given the students’ current skills. Realistic: Are the goals realistic based on the terrain available, snow conditions, student skill level, etc.?Timed: Try to determine an acceptable time frame for you goals. Remember the need for mileage and practice!

Ask yourself “What must I do as an instructor to ensure that my student will be able to per-form this end result?”Think in terms of producing change and improvement in attitude, knowledge, and skill. Organize the lesson to meet specific objectives and eliminate unnecessary sidetracking. Concentrate on the relevant information and skill development that will enable the student to perform the specific manoeuvres.

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TEACHING STRATEGIES - The Teaching PyramidA teaching strategy is a method for delivering a lesson. There are various teaching strategies to choose from, and every lesson should be built upon these strategies.

ASK QUESTIONSFacilitate discussion and involvement & checks for understanding.

ANALYSIS & IMPROVEMENTAnalyse performance & deliver improvement.

METHOD OF PRESENTATION: Whole Part Whole, Building Block, or Guided DiscoveryDelivery of the theme or goal in the most suitable format.

THEMESpecific focus for the lesson.Clear goal.

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*See Appendix 8, “Pedagogy” for more information regarding Teaching Strategies.

THEME

METHOD OFPRESENTATION

ANALYSIS &IMPROVMENT

ASKQUESTIONS


LESSON FORMATThe snowboarding industry has come a long way in meeting its customers’ needs and demands. Snowboard instruction must keep pace. Technical riding knowledge and “a bag of tricks” is just part of presenting a professional lesson - a sound approach is essential. The or-ganization of your lesson begins even before you meet your students.

Our “classrooms” have uncontrollable factors like snow conditions and weather. Good judgment and preparation to deal with these changing conditions can make or break a lesson.

Ask yourself these questions:

Do you have all the materials that you will need to teach?

Proper clothingAdequate equipment, in working order (board, bindings)Lesson planClass listWatchPen/paperCell phone or radio, or other means of contacting Ski Patrol in an emergency

Are you familiar with the area where you will be teaching?

Will the class be free from distractions?What about exposure to the elements – wind chill or frost bite?Is the terrain appropriate for the level of instruction?What are the snow conditions like? (Ice, hard-packed, groomed fresh snow, wet powder, etc. will impact on how you will approach the lesson and the terrain you will use.)In order to get to a safe and appropriate teaching area, will the students have to walk or will the mechanical lifts be used? Are the student’s capable of this?

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THE 5-STEP LESSON PLAN

The following lesson plan may provide a sample of how the training cycle applies to a group lesson scenario, with students who are already mobile on a snowboard.

1. IntroductionSmile and greet your guests. If you are teaching children, greet the child first (at their eye level) and then the parents.Introduce yourself and get to know your students. Learn their names; and find out interests and other sporting activities, etc.Plan the lesson by getting a feel for the students’ expectations. What do they want to learn? Share your plan with them.Check their equipment. Are they dressed appropriately? If not, recommend that they make a change to their equipment for the day.

2. Warm-Up Run & AssessmentIf your students are beginners, you’ll start in on the Beginner Progression. If they are more experienced, take them to easy terrain for their ability. Determine their riding level and decide what the technical scope of the lesson should be.Based of your assessment of the group’s ability and the objectives set out by the class during the introductions, determine the terrain and tactics you will use to en-sure the objectives are met.Review your strategy with the class and get their approval for your plan.

3. Riding Improvement Segment (Training Cycle)Work on the skills that will allow the students to reach their lesson objectives.Do personal as well as group analysis and improvements.Use aids and/or exercises where needed, but try to avoid teaching tactics only. There should always be a reason to use a tactic.

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If your students are beginners, you’ll start

in on the Beginner Progression.

If they are more expe-rienced, take them to easy terrain for their

ability.


Encourage lots of class participation.Work on their strengths to improve their weaknesses.

4. MileageAllow the students time to investigate their own “feelings” of the skills by using the tactics and terrain both on their own, and in the group.Provide time for “guided freeriding” to maximize the practice time. This is a good op-portunity for individual tips and feedback.

5. Lesson SummarySummarize what was accomplished during the lesson as it pertained to their origi-nally stated goals. When teaching children, ensure that they know what was accom-plished, and if possible, communicate this to the parent’s as well.Review the positive things to work on for improvement as they relate to each stu-dent.Review what they will be working on next (when they come out for another lesson).Thank your class for coming out. Invite them to sign up for another lesson and sug-gest a good time when you would be available.

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THE SKILL DEVELOPMENT MODEL - I.A.C.R.C.V.The Coaching Association of Canada has presented a clear model for defining the learning process of our students.

Development Level Description Teaching Implications Feedback

INITIATION First contact with the skill.

May have no idea of what to do.

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Create a clear image (be aware of learning style)

Make learning environment safe and easy

Ensure lots of repetition.

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» Instructional (what, where, when, how, etc.)

Clear demos

Not looking for perfect, but lots of practise.

Positive feedback.

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ACQUISITION Rider can coordinate and execute movements in the correct order.

Execution is inconsistent and lacks precision.

Rider needs to think about what to do (not automatic).

Is a “rough form” – lacks flow, fluidity, and synchro-nization.

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Lots of repetition – not look-ing for perfection.

Allow rider to try – trial and error.

Ask questions to start to develop understanding and awareness.

Emphasize right and left sym-metry.

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Allow the students time to investigate their own “feelings” of the skills by using the tactics and terrain both on their own, and in the group.


CONSOLIDATION Coordination of movements is there.

In stable / easy conditions, the skill is performed with control and rhythm.

Some elements of the execu-tion remain when the rider is under pressure, conditions change or demands increase, but performance is still in-consistent.

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Expose rider to a variety of situations.

Perform repetitions in varied conditions.

Challenge with more complex tasks.

Give less feedback, and en-courage more trial and error.

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Feedback may come more from student internally (feel-ings, sensations, etc.)

More explanation with the goal of increasing knowledge and understanding.

Use higher volume of repeti-tion (with lower volume of feedback).

Use questions in feedback to increase awareness.

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REFINEMENT Performance of skill is very consistent.

Precisions stays high even in demanding conditions.

Movements are automatic.

Minor fine-tuning may be necessary.

Critical reflection is now pos-sible by rider.

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Expose riders to complex and demanding situations that require a high, precise level of execution.

Train them to develop solu-tions to challenges on their own.

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CREATE VARIATION Movements are perfect in complex situations.

Rider has a personal style that is effective.

Movements can be performed according to the ideal model.

Rider can come up with new sequences of movements spontaneously to cope with unexpected situations.

Unfamiliar situations reveal personalized movements that are efficient.

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Set up situations to allow riders to develop their own solutions.

Ask for perfect execution in demanding situations.

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Situational: based on the en-vironment.

Decisions become joint de-cisions between rider and instructor.

Feedback may focus on exter-nal cues or internal cues.

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In general, progress follows a clear pre-dictable path. Keep in mind that skill development will vary from student to student, and there are many factors that can help a student progress, including:

Physical condition and fitness (strength and endurance)Psychological factorsEquipmentSnow conditions and terrainExperience and mileage

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CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | ANALYSIS 1

THE CASI SKILLS CONCEPT

analysis

There are no right and wrong’s in snowboarding - only consequences.

When teaching the following technical details, keep in mind that snowboarding is a constant decision-making process, and the outcome of one turn or manoeuvre may differ with varying terrain, speed, and snow conditions.

FUNDAMENTAL SNOWBOARDING SKILLSAnalysis of riding technique has produced a clear and simple way of understanding riding using five elements or skills:

STANCE & BALANCE

PIVOT / STEERING

EDGING

PRESSURE CONTROL

TIMING & COORDINATION

2 ANALYSIS | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

PARTS (PHASES) OF A TURNAll turns can be divided into four basic phases:

1. The preparation for the turn (Stance & Balance)

2. The initiation of the turn (Pivot / Steering)

3. The execution (Edging and Pressure Control)

4. The completion of the turn (Pressure Control)

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During isolated turns or the beginning of linked turns, the four parts of the turn are easy to see (A). When the turns are linked, the comple-tion of one turn prepares the rider for the next so only three parts are noticed (B). During short radius, fall line, narrow-corridor turns the turns are never quite completed, as in the first two examples, so only the initiation and execution parts are noticeable (C).

Pivot / Steering, Edging, and Pressure Control vary with the expertise of the rider. A novice rider will tend to use more pivoting and less edge and pressure control. As his or her riding improves, there is less emphasis on pivoting and more on Steering, Edging, and Pressure Control.

Stance & Balance is a fundamental skill at all levels. Timing & Coordination plays more of a role as the performance level increases, or as the rider becomes more concerned with rhythm and symmetry.

A B C

STANCE & BALANCEThis is the bedrock of riding at all levels. The ability to balance in a variety of situations while sliding down a hill remains one of the most obvious ob-jectives in snowboarding.

Balancing is a dynamic process requiring continuous muscular activity involving the Centre of Mass (COM). Balancing ensures that the resultant force acting on the body’s COM goes through the base of support (the feet).

Balance is also related to stance. A comfortable, athletic stance is necessary for good technique. As an instructor you must communicate ways of reacting quickly and efficiently to maintain balance while doing specific moves. A relaxed body is able to react more quickly than a tense one. Encourage a state of readiness through a constant movement, or adjustment, on the board.

Balance can be improved by:

Maintaining a tall, relaxed position, with the ankles, knees and hip joints slightly flexed. Aligning shoulders, hips, and feet.Keeping the arms away from the body, but within eyesight. Making the head and eyes face the direction of travel.Distributing the body weight evenly between both feet.

This Balanced Body Position (“BBP”) can also be referred to as the ba-sic athletic stance for snowboarding.

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The challenges of riding are based on achieving a comfort-able, balanced athletic stance, and having fun doing it.


Balance, Centre Of Mass & Stability

Balance plays a broad role in snowboarding. In essence, balance is either “there”, or it’s “not there”, on or off. You’re either standing up (and therefore balanced), or you’re falling over (not balanced). In snowboarding, it’s important to take into the account the various other forces acting on the rider, which will affect his/her ability to balance. Moving in and out of balance will create and enhance more advanced manoeuvres; it’s the rider’s ability to enhance stability that will create success in these manoeuvres.

Different body shapes and types will affect the centre of mass – the “focal point” of gravity’s forces pulling a rider in towards the earth. With the centre of mass directly on top of the snowboard, balance is easily maintained. To enhance stability, a rider can lower his/her centre of mass by bending the lower joints to bring the core closer to the ground. Or, the rider can widen the base of support (the stance width). Remember, it’s possible to be too low and/or too wide – where movement is restricted in either case. As the centre of mass moves away from the base of support (the snowboard), managing stability becomes more and more challenging, as in the case of tipping, or leaning over.

Stability: The Basic Concepts

Gravity is a force that exerts a downward pull on people or objects.The centre of gravity is a balance point - the imaginary point at which a person or objects mass may be thought of as being concentrated. Altering its shape can shift the human body’s centre of gravity. When riders stand in the freestyle triangle, their centre of mass is roughly near their belly button. Standing in some positions can shift the centre of mass outside of the body.

Mass is a measure of resistance to linear motion. A heavier rider will require a stronger force to propel him upwards than a lighter one.

There are three basic states of motion:

Motionless state: When the body is balanced and there is no significant movement. A hand plant would be a snowboarding example of the motionless state.

Linear Motion: Movement in a straight line. These result from forces applied directly through the centre of mass. Pushing with the legs at takeoff will result in vertical linear motion. Gravity is constantly applying force through our centre of mass.

Angular motion: Rotary movement or circular motion about an axis. Angular motion is produced when forces are not applied directly through the centre of mass.

The lower the centre of gravity, the larger the base of support, the closer the line of gravity to the base of support, the greater the mass, the more stability increases.

The principal above has to do with bal-ance and stability. For snowboarding, it says that a rider can improve his stabil-ity (balance) by:

Lowering his/her stance

Widening his/her stance

Riding a bigger board

Angulating (fl exing joints) to re-main over his/her board

Getting heavier

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Some of these factors can be affected through body movements. When instructing, this principle comes through in Stance & Balance and the BBP.

Reactive Balance

Reactive balance orchestrates all the other components of balance. It gives the student the ability to respond effectively to varying terrain or snow conditions. For example, riding in flat light, through bumps on a landing or into a soft pipe wall.

Mileage and creative freeriding will develop an arsenal of recovery skills and looking ahead will help anticipate the changes. Riding at higher speeds will help develop a snow-boarder’s reflexes. Agility is a physical trait that can be trained off snow that will directly influence a student’s reactive balance.

The use of a “dynamic position”, or a constant adjustment of body positions as the situ-ation requires, is a related skill that requires a certain amount of agility. This concept can be thought of as “balance through movement”, or rather “stability through movement”.


Components of Stance & Balance:

When improving the Stance & Balance skills of our students, we can isolate the following components:

Fore and Aft Balance – movement on the Frontal Plane, or “Nose-Tail Plane”Lateral Balance – movement forward and backward on the Sagittal Plane, or “Toe-Heel Plane” Vertical Balance – movement up and down along the Sagittal PlaneRotational Balance – movement (or resistance to movement) on the Transverse Plane, or “Twisting Plane”

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FRONTAL PLANE

(NOSE-TAIL)

TRANSVERSE

PLANE

(TWISTING)

SAGITTAL PLANE(TOE-HEEL)

Fore and Aft Balance:

Fore and aft balance deals with movements in line with the snowboard’s nose and tail, on the Frontal, or “Nose-Tail” Plane. These movements are controlled through core strength (to stabilize the upper body) and independent leg action.

Equalizing the pressure under each foot will allow the student to stay centered. Varying the weight distribution (from foot to foot) can allow the student to move within this plane. This shift in pressure is necessary to perform tricks like ollies or nose rolls, and it also helps for adjusting to the pitch of the slope or landing to maintain balance and enhance stability.

Lateral Balance:

Lateral balance relates to movements on the Sagittal, or “Toe-Heel” Plane. It is essential to riding boarder-cross banks or simply carving. Getting a snowboard on edge will require some balancing skill. Riding on a flat base will require even more. Experimenting with movements across the snowboard can improve lateral balance.

Vertical Balance:

Vertical balance relates to up and down movements along the Sagittal Plane. Good verti-cal balance will allow the students to move their centre of mass along this plane in a turn (to create or control pressure, or to enhance stability by lowering the COM), or while riding over changing features like jumps or berms to maintain balance. Good posture will im-prove a student’s vertical balance.

Rotational Balance:

Rotational balance deals with the twisting forces around the vertical axis, on the Transverse Plane. Its essence is the ability to control balance within rotary momentum through core strength and edge control.

The student must be able to move in and out of alignment to control the forces involved in all phases of a manoeuvre in order to maintain balance. This control aspect stems from


the ability to maintain alignment, and resist excessive “twisting” movements, thus main-taining the ability to be balanced and stable.

An extension to this concept is the ability to “brace” a snowboard against the snow by edging the snowboard. This allows the upper body to move freely in any direction while the board (legs) maintains the line of travel. This is what makes “winding up” (or simply look-ing behind you while riding) possible.

PIVOT / STEERINGThis allows a rider to develop an effective steering angle (see diagram to right) by placing the board across the line of momentum (direction of travel). It will cause the rider’s course to be deflected in a new direction. Exactly how this placement is achieved is dis-cussed during each of the turning manoeuvres.

Axes of Rotation

In free riding, the pivoting skill simply relates to turning left and right. However, its realm expands dramatically when thinking in terms of freestyle manoeuvres. It now takes on all planes of spinning.

There are three axes that make up the 3-dimensional world. They also represent 3 pos-sible rotations. For a student performing a trick, the world “revolves” around him. We all have our own axes... with that in mind, in flight, the 3 axes cross our centre of mass and allow us to spin in any direction.

The axes are called the Rotational (or Vertical) Axis, the Lateral (Medio-Lateral) Axis, and the Fore-Aft (or Anterior-Posterior) Axis:

LINE OFMOMENTUM

(TRAVEL)

STEERINGANGLE

The Rotational (or Vertical) Axis runs parallel to a line that goes from the head to the ground (while upright). This is the axis around which snowboarders turn and spin (flat 360, 540, etc.). These spins are initi-ated through wind up and release (rotation & counter-rotation).

The Lateral Axis (or Medio-Lateral Axis) runs through the hips from left to right. It pertains to flips like the “barrel roll”. Spins around this axis can be initiated by moving the centre of mass out of balance later-ally, along the Toe-Heel Plane (over either edge).

The Fore-Aft Axis (or Anterior-Posterior) runs roughly through the body from front to back, pointing out of the belly button. It deals with cart wheeling manoeuvres such as the “Wildcat” or straight flips (also going over the “handles”). Riding up the walls of the half pipe would represent a 90-degree spin around the lateral axis. Shifting the centre of mass out of balance along the fore and aft plane generates spins around this axis.


Components of Pivot/Steering:

Turning the hips, legs and feet in the direction of the turn causes the board to pivot. Pivoting the board in this manner causes a visible and (sometimes) undesirable reac-tion in the upper body. There are two basic principles involved in pivoting the board, both based on a simple physical law: for every action there is an equal and opposite reaction.

Rotation

Rotation happens when the body (COM) initiates the turning movement around the vertical axis, and the lower body and board follow. While this action is less efficient, it can result in maximum revolution (i.e.: 360’s, 540’s, 720’s, etc), as well as the maintenance of a more balanced and stable body position. This rotation principle is com-mon to freestyle manoeuvres. Some rota-

tional movements are promoted throughout all linked turns, as it allows the upper body to maintain alignment, and thus balance and stability.

Counter-Rotation

During counter-rotation, the lower body and board are set in motion in the direction of the turn through the turning action of the legs and feet only. The upper body mass, through its own muscular effort, turns si-multaneously in the opposite direction.

Counter-rotation is a quicker way to pivot the board, for a limited distance (max. 180

degrees), because action and reaction occur at the same time. There is no preparation needed as there is in rotation. A ‘speed check’ or emergency stop is a good example of counter-rotation.

Steering

The combination of pivoting the feet, either together or separately, as well as edging and pressuring the board is called “steering”. By applying edge angle through the pivot phase of the turn, the rider can effectively guide the board through the turn. Steering allows the rider to “drive” the board through the complete turn in a more efficient man-

ner than through rotation alone. The steering motion relies on edging and pressuring of the board, and when performed properly, creates board performance (board deformation) at the higher-level turns. During short radius turns, the rider may be able to steer progres-sively, beginning the turn by steering with the front foot, while the trailing foot is complet-ing the previous turn, thus creating a more efficient motion. This creates a torsional flexion in the snowboard, aiding in the generation of force and performance.

FACTORS AFFECTING THESE PRINCIPLES

Upper and Lower Body Separation:

The upper and lower body segments can be thought of as being separated at the waist and having nearly equal mass. If the board is not braced against the snow, turning the upper half of the body results in an equal and opposite rotating of the bottom half and vice versa.

This assumes that the upper and lower body rotate against each other, at the waist, about the vertical axis.

Un-weighting:

Both principles work better if the board is “unweighted”, reducing friction on the snow. (See “Pressure Control”)

Anticipation:

The most effi cient way to initiate a turn is with the use of anticipation. The rider anticipates the next turn or change of direction by orienting his/her upper body until it slightly faces the intended direction of travel. The board follows the change of direction initiated by the upper body bringing the rider’s body back into a neutral position over the board.

Edging, Pressure Control, and Steering:

Steering isn’t simply rotation of the lower joints (ie: “Twisting the Disks”). Effective steering cannot happen without the com-bination of edging (tipping the snow-board) and pressuring (lengthening the lower joints) the board.

Steering provides a more direct, effi cient link between body and board, and in-volves moving the knees, feet and ankles both in a forward direction, toward the nose, as well as laterally across the snow-board to the inside of the turn. As turns progress from sliding to carved turns, this lateral movement of the lower joints increases, as the goal is to reduce the Steering Angle, thus using less rotational steering movement.


EDGINGEdging is involved any time there is a change of direction. Although it is also needed to traverse or sideslip on a hill, the following discussion refers to turning.

For proper edging, use the ankle, knee and hip joints to increase the edge angle (the angle between the base of the board and the snow).

Once a turn has been initiated, it can only be completed by the effective use of edging. Edge control is a direct response to the rider’s ability to manipulate the board’s edge angle. This angle varies depending on:

The steepness of the slopeThe radius of the turnThe speed of the turnSnow and terrain conditions

During the edging phase of a turn, external forces affect the rider. Through a mostly isometric effort, the rider uses these forces to create a turn. This idea of an “isomet-ric effort” simply describes the relatively tense body position needed in the edging phase of a turn, resisting these forces. However the rider does not hold a static position. There is continuous reflex move-ment to maintain balance and to respond to varying terrain and snow conditions.

Components Of Edging:

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For every change of direction, riders need to lean, or tilt to the inside of the turn to remain balanced - just as he/she would do on a bicycle to both initiate a change in direction and resist the forces associated with angular motion. This movement to the inside is called “inclination”. It is im-portant to understand the relationship be-tween inclination (leaning) and angulation (bending). View the following examples:

Inclination

With inclination only, the edge angle is equal to the amount of inclining (leaning).

This technique allows a very limited vari-ety of turns to be performed in ideal snow conditions.

Inclination With Angulation

Edging with angulation uses the ankle, knee and hip joints to increase the edge angle while maintaining balance over the snowboard. The COM stays closer to the centre line of the board, thus increasing balance and stability.

Using inclination and angulation together, the rider is able to increase the edge angle beyond that obtained by inclination only. With this stance, it is possible to adjust pressure along the length of the board. For effective angulation, the shoulders should be as close to parallel to the snow as pos-sible, depending on speed and slope.

Generally, as the slope increases, more angulation is needed in order to main-tain edge grip. As well, at higher speeds on flatter slopes, more inclination can be used, as the forces of speed will help to

hold the rider up. Effective use of inclina-tion and angulation requires a constant adjustment, taking into account the “cues” from the terrain - steepness, snow condi-tions, speed travelled, intended outcome, etc.

As with steering, edging may be applied progressively through the turn, using refined movements with the feet, ankles and knees to allow the forward section of edge to “hook-up” in the snow (by flexing the snowboard torsionally), while the trail-ing section of the board is completing the previous turn.


PRESSURE CONTROLPressure Control is a sensory skill in which the rider moderates the pressure on the board using nose to tail pressures (fore and aft pressure), edge-to-edge pressure (lateral pressure), and up and down pressure (vertical pressure), to deal with both the changes in pressure under the snowboard due to terrain, and due to deformation of the snowboard (resultant pressure).

The rider can moderate the pressures by adjusting fore/aft body positions, bending or extending the legs, changing the amount of edge angle, changing the amount of steering, or by a combination of these things. Because pressure control is difficult to master, it is the skill that defines the expert rider.

Some forms of pressure control are more obvious and easier to understand than others.

Up Un-WeightingWhenever the mass is moved on a vertical trajectory (through extension of the lower joints), resulting in a temporary lightening of the snowboard at the top of the exten-sion, we call this up-un-weighting. (Think of performing a small hop from a standing position). The un-weighting phase should not be longer than needed. This means that the trajectory of the COM must be adjusted to meet the demands of different speeds and terrain – faster speeds and steeper terrain require quicker extension.

Because the variety of situations is virtually infinite, a regimented approach of teaching selected movements for each specific situation gives poor results. Students must be allowed to experi-ment with a variety of situations.

During extension, the body accelerates upward, causing a temporary increase in the pressure (“weighting”) on the board between the base of the board and the snow. The amount of increase in the pres-sure on the board depends on how quickly the extension is executed. If this motion is executed quickly enough, the body will experience total un-weighting briefly, at the top of the extension. When the extension stops, the upward inertia causes a tempo-rary decrease in the pressure on the board.

Pressure can be increased at the begin-ning of a turn by extending the lower joints, thus establishing a reliable path of travel and edge grip early in the turn. Release of the edge and pressure, happens when the extension movements reach their maximum, and “top out” (think of hopping again) – ideally at the edge change.

Down Un-weightingCASI promotes down-un-weighting as a means of controlling pressures due to terrain (for absorption), and during edge change at high speeds (as a means to

control resultant pressures). Down un-weighting allows the rider to stay in control of the pressures being exerted on the board at higher speeds during the initiation phase of the turn, and actively moderate pressures throughout the turn.

During flexion, the body accelerates down-ward, and the feet and board are moved vertically off the snow. This temporar-ily decreases the pressure of the board (lightening) – the opposite movements of up un-weighting. The amount of pres-sure decrease depends on how quickly the flexion is executed. The movement can be done fast enough to eliminate all pressure on the board, resulting in completeun-weighting loss of contact between the base of the board and the snow. When flexion is stopped, the body decelerates, causing a temporary increase of the pressure on the board. An isometric resistance of pres-sure, through extension during the turning phase, allows the rider to create pressure between the base / edge of the board throughout the turn.

Down un-weighting requires a certain amount of pressure built up in the snow-board in order to be effective. This pres-sure can come from speed and/or terrain.

Up Un-Weighting

Static Down Un-Weighting


It should be noted that in general, down-un-weighting can be useful to rapidly release unwanted pressures, in the case of bumpy terrain, and initiate a more efficient change of direction.

Combining Up and Down Un-Weighting

Riders may wish to employ aspects of both up and down un-weighting at the edge change phase of the turn. This is sometimes referred to as “mid-weighting”. This combination of movements involves a coordinated effort of moving the COM “up and over” at the edge change, establishing pressure early in the new turn, while simultaneously retracting the lower body joints to quickly lighten the snowboard.

Pressure Control For Speed ManagementIn general, more skilled riders will have the ability to create pressure earlier in the turning arc. This pressure phase corresponds with the change of the edge as the rider progresses from beginner through to more advanced turns (I.E.: Later during beginner turns, and ear-lier in advanced turns).

The application of pressure during the turn can affect the forward momentum (speed) of the rider. In the diagram to the left, notice how pressures applied higher in the turn will “project” the rider downhill, causing an increase in speed. Applying pressure later in the turn (after the fall line), will resist this downward momen-tum, thus slowing the rider’s speed.

During the intermediate phase of a rider’s skill, instructors will often promote maxi-mum pressure at the apex of the turning arc, and therefore a consistent speed from turn to turn.

TerrainThe terrain itself can cause an increase or decrease in pressure. In this example, the rider adjusts to terrain changes with flex-ion and extension of the legs to maintain constant pressure on the board.

If the rider below stayed in a fixed position, the pressure would vary noticeably on uneven terrain, causing difficulty in maintaining control.

Red = DecelerationYellow = Constant SpeedGreen = Acceleration

PRESSURE APPLICATION:

Resultant Forces – Create, Control and ReleaseAccompanying the edging phase is a compression force – the creation of pres-sure. The magnitude of this force is a direct result of the radius of the turn, the steepness of the slope and the speed at which the rider is travelling. Controlling these forces relies on the rider’s ability to change the position of the lower joints as required.

With increased pressure along the length of the board, the more the board will de-form, and bend against its natural fl ex (camber). This pressure may release un-expectedly during the fi nal stages of a turn, commonly referred to as “rebound”. Skilled riders can use this “rebound” result to aid in performance, and proj-ect the board directly into the next turn – demonstrating a mastery of the “create, control and release” concept.

Pressure distribution along the boardRiders can adjust their stance to achieve even pressure along the longitudinal axis (the length) of the board. Beginning riders adjust their stance by moving the upper body forward or back over the feet. More skilled riders make the adjustment by pushing or pulling the feet forward or back under the body, thus maintaining a more balanced and stable position in the upper body.

Weight TransferWeight transfer is the changing of all or most of the pressure from one edge to the other.

Weight transfer may be thought of as pressure transfer. Pressure is mostly a result of steering angle and edging. At the initiation of a turn, both steering and pressure transfer begin immediately. Although the transfer is initiated early in the turn, it is applied gradually as edging comes into play.


Components of Pressure Control:

The following components of this skill will assist in planning lessons geared towards Pressure Control. Each of the following com-ponents has a direct impact on both the pres-sures felt from terrain, and resultant pressures built up in the snowboard.

Fore / Aft Pressure:

Pressure adjustments made on the snow-board by weighting the trailing foot, or the leading foot. For example, absorbing a bump in the terrain by flexing the front leg as the nose approaches, and then extend-ing the front leg and flexing the back leg as the tail moves over the obstacle. This change in pressure may be accomplished through an adjustment of the upper-body position, or through more subtle lower-body adjustments for more skilled riders.

Vertical Pressure:

Moving up and/or down by lengthening or shortening the lower joints. Extending the lower joints causes an initial increase in the pressure applied to the base of the snowboard, followed by a temporary decrease as the legs extend fully (up-un-weighting). Flexing the lower joints controls pressures being applied from the snow or by the radius of turn. Rapid flexion causes a decrease in pressure immediately (down-un-weighting). Gradual, controlled flexion throughout the turn allows the snowboard to maintain contact with the surface.

Lateral Pressure:

Refers to pressure increases or decreas-es as a result of movements in the body toward the toe or heel edge, as a result of increased edge angle, and therefore a build-up of pressure in the snowboard. Placing the snowboard across the fall line causes an immediate increase in pressure, due to the resistance provided by the edge. Riders can employ the “create, control and release” concept in this situation, by adjusting movements directed across the snowboard in relation to the pressures felt.

Comment:

Flexion and extension are mostly pressure adjustments but they must consider the unique situation of each turn and are therefore hard to define. In general the extension is in a forward direction and flexion is only to control pressure, not eliminate it. Minimizing excessive flexion will add pressure to the board and liveliness to your riding.

TIMING & COORDINATION


Timing & Coordination refers to the skill of harmonizing movements so that the right things happen at the right time. In a sport such as snowboarding, where the very essence of the sport is balancing while moving over ever-changing terrain, Timing & Coordination is crucial to progress beyond the beginner stage.

Initially the student learns to do such things as pivot the feet at the right time, extend or flex at the right time and later, to do several of those actions at the same time (coordinate the actions). In expert riding, timing and coordination is the magical element that makes rid-ing appear effortless and fluid.

Components of Timing & Coordination:

What may change if these movements were performed in a different order? For example, if the rider was to steer/pivot the snowboard prior to setting the edge, the outcome may be a skidded turn, rath-er than a carved turn.

Timing:

Timing refers to the process of selecting a movement and/or action at the appropriate time and for an appropriate duration within a manoeuvre. The snow, slope pitch, the speed at which the rider is travelling, and the intended outcome affect both the timing and the du-ration of the movement/action.

Coordination:

The blending and synchronization of Stance & Balance, Pivot/Steering, Edging, Pressure Control and Timing in the correct order at the right time and for the right duration into ef-fective, efficient, and consolidated movement.

Instructors (and students) should be aware of the consequences of varied approaches to coordinated movements. See the following example of an optimum “order of operations” for an advanced level carved turn:

Order Of Operations: Carving B.E.D.M.A.S.

B = “BALANCE” Managing instability, relaxed neutral position.

E = “EDGE” Establish edge, through inclination.

D = “DYNAMIC Aggressive angulation & flexion. M = MOVEMENT”

A = “ACTIVE Guiding the direction of travel with lower joints. S = STEERING”

THE SKILLS CONCEPT AS A TEACHING TOOLRiding is simply a blending of the five basic skills. Instructors can take the whole picture and break it back down into the five skills, and sometimes further, into skill components. The following chart illustrates how the 5 basic skills can be further isolated into their sub-com-ponents:

SKILL COMPONENTS OVERVIEW:STANCE & BALANCE PIVOT / STEERING EDGING PRESSURE CONTROL TIMING & COORDINATIONFore/Aft Rotation Inclination Fore/Aft Timing

Vertical Counter-Rotation Angulation Lateral Coordination

Lateral Steering Vertical

Rotational

The specifics of Skill Components are explored in-depth during the Level 3 and 4 Instructor courses.


Beginner: Sliding TurnsAt the beginner level the emphasis is on Stance & Balance, and Pivot to produce a change in direction. Other than di-rection and edge change, very little performance is achieved. Beginner turns could be described as little more than linked

sideslipping*. Rotation of the COM is used to initiate the turn, as well as slight edg-ing movements with the leading knee and ankle, to allow the snowboard to enter the fall line. Edge change occurs at or below the fall line, through a concerted effort to follow three distinct phases of the edge change: starting edge, flat base, and fin-ishing edge.

*Terrain will have a large effect on the shape and appearance of Beginner Turns. For example, a wide, shallow slope will allow beginners to make turns with a round shape, and traverse between edge changes. On a steeper, or narrower beginner run, the turns will take on the appearance of linked sideslips, with little traverse between turns.

Novice: Sliding TurnsIn the novice phase, students are in-troduced to the concept of flexion to aid stability after the fall line, when speed may become a concern. By controlling the amount of flexion applied during the

TECHNICAL DESCRIPTIONS OF TURNSSLIDING TURNS

Any turn which has any degree of sliding, can be described as a sliding turn. Only in carved turns is there no sliding. In the CASI Teaching Progression, sliding turns have been divided into four categories, according to the level of the student’s riding ability.

Each of the following categories of turns should be thought of as “snap shots” of the rider’s skill level at a certain point in time. Avoid thinking of the following as stand-alone manoeuvres. There are no clear lines that distinguish where one turn-type begins and another ends. Rather, the skills of the student simply progress over time, many times at different rates, leading up to the next “snap shot”.

A brief description of each follows:

later part of the turn, the student is now capable of both maintaining bal-ance and stability, and increasing the edge an-gle to control speed. The turns are still initiated with the COM and basic edging movements. Edge change occurs at the fall line.

Intermediate: Sliding Turns

In the intermediate phase, the students’ Edging skills are de-veloped, by moving the ankles, knees and hips to the inside of the turn more aggres-sively together with inclination/angulation. They refine Pressure

Control skills through the use of flexion and extension and up-un-weighting.

Students learn to use rotation of the COM, combined with a forward movement of the body in the direction of the new turn (anticipation) to link the turns, as well as Steering. This gives them better speed and directional control, and enables them to handle the steeper intermediate slopes with confidence. Edge change becomes more efficient, thus moving further up in the arc (above the fall line), and the

compression or flexion phase of the turn happens earlier, as well. This creates the beginnings of board deformation (bending / flexion), which will lead to increased per-formance later on.

Advanced: Sliding Turns

During the advanced stages the students will concentrate more on the Timing & Coordination of all the skills so they can perform various sizes and shapes of turns, negotiate a wide range of terrain

and snow conditions, and handle various speeds.

Edging skills at this level are even more refined, allowing the new edge to be set somewhere near the top of the arc. Also, compression, or flexion, begins early in the turn, roughly corresponding with the edge change, and steering skills are refined, creating a deformation of the snowboard, both longitudinally and torsionally, and translates into increased board perfor-mance Riders at this level may use up un-weighting, down un-weighting, or a combination of both.


CARVED TURNS

The difference between sliding and carved turns is in the amount of edge angle ap-plied, as well as the fact that there is no steering angle in a carved turn, as the tail of the snowboard follows the nose.

Carved turns have been divided into four categories, each relevant to the level of the student’s riding ability and the terrain being used.

A brief description of each follows:

Intermediate: Carved Turns The goal of carving is to link a series of perfect arcs. At this stage, a se-ries of gentle open arcs is the easiest to perform. As in all carved turns, the lateral displacement of the board during the pivoting phase (see ‘steering angle’) is eliminated. The radius and the precision of the turn will depend on:

Edge angle The sidecut of the board The amount and duration of pressure that is applied throughout the turn

Upper body anticipation is used to a) initiate the turn, and b) position the body for maximum compression at the centre of the turning arc.

Advanced: Carved TurnsIn intermediate carved turns, students work on adding flexion and extension, and steer-

ing to the basic carved turn. This requires more concentration on the timing and coordination of all the skills. This will also allow them to negotiate a wide range of terrain and snow conditions, and vary the radius of turns. They learn symmetry and speed control through the use of dynamic flexion and a strong edge angle.

Expert: Carved TurnsIn advanced carved turns, students concentrate more on the timing and coordination of all the skills so they can negotiate a wider range of steeper terrain and snow conditions. Aggressive pressure control and active steering allow the rider to adjust the radius of the turn. They again work on symmetry and speed control through the use of dynamic flexion and a strong edge angle.

Down Un-Weighed TurnsUp to this point, all turns, both sliding and carved, have been initiated with a positive ex-tension — “upun-weighting”.To link high-speed turns consistently, ride on steeper terrain, and/or just control the board’s energy, down un-weighting may be used to control and moderate pressure. Down un-weighting is done through flexion to suppress the resulting forces until the last possible moment before moving across the board. At the same time the rider switches edges and extends the legs laterally (to the side), steering the board into the new turn. This flexion initiated during the switch releases pressure, and redirects the board’s energy onto the new edge, helping to reverse the camber of the board. This lateral extension is continued throughout the turn, resisting the pressures exerted on the board by the resulting forces until the last possible moment before flexing and moving the centre of mass (COM) over the board to initiate the next turn.

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RIDING BUMPY TERRAINFor some riders, bumps can be the most exciting part of a mountain. For others, moguls can be an intimidating and humbling experience. They are physically demanding and a technical challenge.

In a bump run, it is sometimes possible to make most of the turns between and around the moguls. Other times the rider makes turns on the sides or the tops of the moguls. Most of the time, however, a rider chooses a line and negotiates whatever he/she encounters. To keep it simple, the technique for riding moguls has been divided into two approaches.

Turning Around the Bumps

This is an easier way to negotiate a mogul, since little or no absorption or change in rid-ing technique is required. By sliding in the moguls, it is relatively easy to avoid gaining too much speed.

Turning on Top of The Bumps

This approach is much more dynamic and gives a more realistic sensation of actually rid-ing moguls. This is a true test of Pressure Control skills.

Comment:

There is really no one-way to negotiate a bump run, since the type, location and fre-quency of the turns depends on the location and shape of the moguls. Whether to ride the tops or ruts is not really the question. The main concern should be to ride with con-trol, and maintain a good line of travel.


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2 PROGRESSION | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

LEVEL 1 COURSE MATERIAL

BEGINNER TO NOVICE SNOWBOARDINGCHOICE OF TERRAIN

The choice of appropriate terrain for teaching beginners is crucial. For safety, choose a gentle slope wide enough to accommodate both your group and the other people on the hill. It should be free from distractions, dangerous intersections and blind spots, and should be well groomed without ice or bumps.

Choose terrain that has the right degree of slope for the group’s ability level - terrain that is steep enough to allow for sideslipping but not so steep that there is any risk of the students gaining excessive speed. If the slope is right, the students will experience success and will gain confidence. Look for a slope with a single fall-line.

The terrain you choose must be accessible to the group. Constant evaluation of your terrain is necessary. Is it safe? Does is allow stu-dents to progress and learn? If not, move to a better area on the mountain.

USE OF MECHANICAL LIFTS

It’s crucial to teach students how to use lifts safely before they ride on one. Give explanations, point out some of the fea-tures, and ask them to observe others who are already on the lift as you explain.

Be sure the students understand how to load the chair at the bottom, and how to unload from the lift once they arrive at the top. In general, before progressing to rid-ing lifts, students should have mastered the basic mobility skills of skating, straight running and climbing / descending. This is to ensure that they are capable of loading and unloading the lifts.

Use of Carpet/Conveyor Lifts

Carpet lifts are ideal for beginners, as they are simple to load, unload and ride. With the front foot attached:

LOOK: Look at the loading area and at the moving carpet.WAIT: Wait until the loading area is clear to move into.

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LOAD: Skate forward and allow the lift to move you forward onto the carpet.STAND: Stand on the carpet, with a minimum of 5 metres between each person.UNLOAD: Allow the carpet to send you off of the lift, and slide into the unload area.LEAVE: Clear the unload area as soon as possible.

Use of T-BAR Lifts

With the front foot attached:

LOOK: Look for the approaching t-bar.LOAD: Skate forward into the load-ing area, and place the T either behind your hip, or between the legs against the lead thigh.STAND: Stand and allow the T to pull you up the hill. Keep the free foot on the snowboard, against the back binding.RIDE: Ride the lift to the top.UNLOAD: When the lift reaches the top, remove it and unload the lift.LEAVE: Clear the unload area as soon as possible. Skate away to a safe area.

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Use of Chair Lifts

With the front foot attached:

LOOK: Look for the preceding chair.LOAD: Skate forward into the load-ing area turn and look for the ap-proaching chair, and sit when it arrives.LOWER: Lower the safety bar.RIDE: Ride the lift to the top.LIFT: When the lift is near the top, lift the safety bar.STAND: Point the board straight up-hill, and stand when it touches the unload ramp.LEAVE: Clear the unload area as soon as possible.

Keep in mind that riding lifts with children requires more caution, and resorts may have specific policies regarding taking children on lifts.

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CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | PROGRESSION 3

THE BEGINNER PROGRESSIONThe CASI “QuickRide” SystemTeaching beginners is a continuous decision-making process. Your actions will be de-termined by what you see in your students’ progress. Don’t be afraid to change your approach if things aren’t working. Remember, your goal is to introduce your students to snowboarding in a positive and fun way.

The goal of the QuickRide System is to create a certain level of mobility, control and enjoyment on the snowboard as quickly as possible. Your student and situation will deter-mine your approach, however, the progression is laid out in a series of five goals, or mile-stones. The recommended steps to achieve each goal are supplemented with additional tactics, to assist in reaching each goal.

The five steps, and their corresponding goals are:

Remember, beginner snowboarders are acquiring the neces-sary movement pat-terns and working up to linking turns. Don’t expect perfection, but rather focus on mileage and practice. People learn by doing!

STEPS STUDENT’S GOAL

1. BASICS To become familiar with the use of equipment, and comfortable moving around on the snowboard with one foot attached.

2. SLIDING To be comfortable standing on the snowboard while it is sliding.

3. CONTROL To gain control of both speed and direction (across the fall line), with both feet attached to the snowboard.

4. TURNING To have the ability to change edges in the fall line.

5. LINKING To be able to comfortably link toe and heelside turns on beginner terrain and control speed while turning.

THE S.A.F.E. CONCEPT When presenting new manoeuvres or movements, the S.A.F.E. approach will provide a pro-gression for effective presentation. The S.A.F.E. acronym stands for:

Static When introducing a new movement, have students visualize/feel the sequence of movements on flat ground. (Skill development model relation: Initiation)

Active Students learn by doing – give a tactic or manoeuvre to try. During the initial trials, pay close attention to the terrain and situation to help ensure success. (Skill development model relation: Acquisition & Consolidation)

Free Focussed mileage and practice. During this stage, mileage is the key. Allow students to practice, and allow them to make mistakes – just ensure that positive feedback / correction is given when mis takes are made. (Skill development model relation: Refinement)

Experimentation Change the situation to encourage adaptation – vary the terrain or movements. (Skill development model relation: Create Variation)

Using Hands-On AssistanceWe must remember that we want our students to be self-suffi cient on their snowboards. However, being ready to offer your help is an important part of avoiding crashes and potential inju-ries. Not all students welcome, or need, hands-on assistance.

Remember the following:

ASK before providing hands-on help.

Be mindful of how you are provid-ing assistance. Avoid holding the hips or chest area.

As the student progresses, you can have them make a fi st and push against your fi st, rather than hold-ing onto their hands (I.E.: during toeside sideslipping).

Are there other methods for the student to receive assistance? Flatter terrain, balance aids, and benches to assist in strapping in are all potential tools to help the student become self-suffi cient. When teaching children, a hula-hoop can act as a balance tool for the child to hold on to, if needed.

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THE QUICKRIDE SYSTEM OVERVIEW:

GOALS PROGRESSION SUGGESTED SUPPORT TACTICS

I. BASICSTo become familiar with the use of equipment, and com-fortable moving around on the snowboard with one foot attached.

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Equipment

Mobility

IntroductionsEquipment: Parts Of The BoardAttaching The Board On Flat GroundEquipment Familiarity & MobilitySkatingClimbing & Descending

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II. SLIDINGTo be comfortable standing on the snowboard while it is sliding.

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Straight Running Balanced Body Position (B.B.P.)Straight RunningExperiment With Varied Body PositionsToe/Heel Drag (“Hip-Noses Turns”)

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III. CONTROLTo gain control of both speed and direction (across the fall line), with both feet attached to the snowboard.

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Sideslipping

Pendulum

Intro To Edging – Gas Pedal ExerciseProgress To Sideslipping (with rear foot unattached)Attaching The Board On A SlopeSideslipping“Ballerina / Cowboy” AnalogyPendulumPower Pendulum

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IV. TURNINGTo have the ability to change edges in the fall line.

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Beginner Turns Static Rotation Exercise (lead hip, knee, ankle)F.L.E.C. – Fall Line Edge ChangeWalking Through TurnsBeginner Turns (Toeside & Heelside)

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V. LINKINGTo be able to comfortably link toe and heelside turns on beginner terrain and control speed while turn-ing.

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Novice Turns Static Flexion Exercise (flexion after fall line)Linked Novice TurnsSpeed Control: 4 S’s (Speed = Shape, Size, Slope)

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NOTES:

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1. BASICSThe first step in the progression is to develop familiarity with equip-ment, and mobility with one foot strapped to the snowboard.

INTRODUCTIONSArmed with the right attitude, you are ready to meet your class!

a) Instructor Introduction

Your introduction should be brief. It should not take more than a minute. Its purpose is to inform, reassure, and to set the mood. Include:

Your nameProfessional backgroundSnowboarding and teaching experienceAny other pertinent information

b) Student Names

Learn your student’s names. These introductions will initiate participation and facilitate communication. Ask for their names, snowboarding or related sports experience, and their motivation for taking the lesson.

c) Lesson Goals

If your students do not know what they are expected to learn, both students and instructor will fall short of their objectives.

For an introductory lesson, the goals should be:

To have fun!To develop an appreciation for snowboardingTo learn how to stop on both sides (toe edge and heel edge)To learn how to become mobile on the snowboard - controlling speed and directionTo learn how to use mechanical liftsTo develop safety awarenessTo have fun! And to leave with plans to return and snowboard again…

d) Duration

This will depend on a variety of factors including local arrangements with your snow school. Ideally, introduc-tory lessons should be at least two hours.

e) Equipment / Safety Check

The equipment your students use will be a significant factor in their ability to learn. Equipment factors to con-sider are:

Boots should provide good ankle support and offer some forward flexibility. They should be warm and comfortable, and should be tightened enough to avoid excessive foot movementThe snowboard should be suited to the size, weight and boot size of the student and should be appro-priately tuned for slow, sliding turns.The students should be dressed appropriately for the day’s conditions.Helmets are recommended.

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EQUIPMENT To enhance efficient communication, the following terms should be introduced and used throughout the lesson:

The Toeside: The side of the board where the toes are positioned.The Heelside: The side of the board where the heels are posi-tioned.Nose of the board (or “Tip”): This is the end of the board that closest to the front foot. Tail of the board (or simply “Tail”): The end of the board that is closest to the back foot.Base: The bottom of the board – the part that slides on the snow.Bindings: High-backs, base plates, heel cup, ankle strap and toe strap.Goofy Footed: When your right foot is the leading foot, you’re a goofy-footed snowboarder.Regular Footed: When your left foot is the leading foot, you’re a regular-footed snowboarder.

Attaching The Board On Flat GroundThe first step is to try to determine the forward foot. Any previous experience surfing, skateboarding, wa-ter-skiing or similar activity will help the student to decide which foot should go forward. Let the students determine which stance feels more comfortable. Be creative, but be efficient also. Many students won’t know whether they are goofy or regular footed until they have tried both.

Have students strap in their chosen front foot, and offer assistance when necessary. When attaching the board, the following sequence should be respected:

If equipped with one, fasten the safety leash first to avoid a run-away board while you are attempting to attach the front foot.Remove the snow from the bottom of the front boot and from the front binding, and place the front foot in the front binding. Attach the ankle strap of the forward binding snugly so that the heel of the boot rests firmly against the back of the binding, in the heel cup.Attach the toe buckle snugly.

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TAIL REAR FOOT

TOESIDE EDGE

HEELSIDE EDGE

FRONT FOOT

NOSE/TIP

REGULAR-FOOTED SNOWBOARD SET-UP: Left foot forward


Equipment Familiarity & MobilityWith the front foot attached to the board, have students experiment with various challenges:

Sliding the board back and forthBalancing on one foot (both the attached and free foot)Turning in circles – “pushing” the board, and “pulling” the board, clockwise and counter-clockwise directionsStepping the rear/free foot from the toeside to the heelside – try with eyes closed and open.Lift the board up with the front leg in front of the body; lift the board behind the body.Each of these tasks will help students to become familiar with the snowboard, and get to know their equipment.

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SKATINGMovement of the snowboard on flat terrain requires skating strides.

Explanation

What: Moving around on flat ground, with one foot attached to the snowboard.

Why: To get from point ‘A’ to point ‘B’, and to be mobile with the board attached.

How:

Starting from a balanced body posi-tion, orient the head and eyes in the direction of travel, toward the nose of the board.Place the back foot on the snow either on the toeside or the heelside of the snowboard, with the front leg slightly bent.Take a small pushing step with the rear foot, and allow the snowboard to slide on the base. Repeat these small steps.

Demonstration

On flat terrain do a series of small steps. Do a simple turn by lifting the board and pivoting around on your free foot. Repeat the steps back toward the students.

Student Trial

Spread the students out and have everyone skate back and forth either in a line parallel to each other or in a line following the leader, or in a circle - be creative! Ensure students try skating with the rear foot on both the toeside and heelside of the snowboard.

Feedback

Key points to look for:

Balanced Body Position – eyes up, arms relaxed, joints flexed.Weight distribution – changes from front foot to pushing foot, and back.Edging – used as needed, according to terrain / slope / snow.

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SKATING

Other suggested tactics:Skate with the rear foot on both the toeside and heelside of the snow-board.

Obstacle course – follow the leader.

Skate to a target object and back.

“Skate & Glide” – as balance pro-gresses, have students try to take larger pushes with the free foot, and allow the board to glide on the base for longer periods.

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CLIMBING / DESCENDINGIn addition to moving on flat terrain, students will sometimes have to climb up or down small inclinations.

Explanation

What: Moving up and down a slope, with the snowboard across the fall line.

Why: To assist in negotiating varying terrain with one foot attached to the board.

How: Climbing

Start in a basic standing position with the front foot attached, facing up the slope, and the free foot uphill above the toeside of the board. Flex the front ankle and knee to engage the toe edge of the board.Take a medium sized step with the free foot, up the hill. Follow by taking a small step with the attached foot, lifting the snowboard.Engage the edge into the snow to prevent slipping backwards.

How: Descending

Start in a standing position, facing down the slope, with the free foot uphill on the snow.Flex the front knee and ankle to engage the heel edge into the snow.Take a step with the snowboard, downhill, and follow with the free foot, lifting the board.

Demonstration

On a gentle slope, do a series of uphill steps. Turn around and descend the hill by stepping downwards.

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DESCENDING

Student Trial

Direct the student(s) to practice stepping up (and down) the hill. Choose a formation that will not interfere with skier/rider traffic.

Feedback

Points to look for:

Board perpendicular to the fall line.Balanced body position, looking in the direction of travel.Adequate edging to prevent slipping.

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2. SLIDINGThe second step in the progression is to help the student gain comfort on the snowboard while it is sliding on a flat base.

BALANCED BODY POSITION

THE BALANCED BODY POSITION (B.B.P.)A balanced body position is an athletic stance common to most sports. This position is stable and allows for quick reaction.

Explanation

On a snowboard, this is a balanced body position:

Feet approximately shoulder width apartAnkles, knees and hip joints slightly flexedArms to the side and slightly forwardFeet, knees, hips and shoulders aligned at the same angle as the feet on the boardHead up and facing the direction of travelMuscles alert, yet relaxed.

Demonstration

On flat terrain, with the front foot attached, assume the B.B.P. Place emphasis on this position as a “ready” position. The rear foot should not be strapped in, but placed on the board against the back binding.

Student Trial

On flat terrain, have the students place their boards in a circle and stand in the BBP to visualize and feel this athletic position.

STRAIGHT RUNNINGThis exercise introduces the student to using the Balanced Body Position (B.B.P.) while sliding, as well as the sensation of moving down a slope. It helps build confidence through repetition on a slight grade or incline. Remember to use the S.A.F.E. approach, to ensure students accomplish their goal safely and successfully.

Explanation

What: Sliding down a slope with one foot attached to the snowboard.

Why: To gain comfort and balance on the snowboard.

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How:

After climbing a slight incline, turn so that the nose of the board is pointing down the slope, in the fall line. Place the free foot in the snow, to stop you from sliding.Look down the slope and when ready, place the back foot on the snowboard (against the back binding) to begin sliding.Maintain the B.B.P. while sliding, with knees slightly flexed, eyes looking forward, and arms comfortably to the sides.As the terrain flattens, and the speed re-duces to a stop, step off of the board and skate to a safe area.

Demonstration

Perform each of the above steps as ex-plained on terrain that allow you to come to a stop naturally. Remember, you are trying to build their confidence and they do not know how to stop yet!

Note: Terrain choice is key - if your first demonstration goes any further than 4-5 metres, or if you are forced to use your foot to stop yourself, the incline is too steep. Look for ter-rain that has a slight slope with a single fall line, followed by a flat area, or even a slight up-slope incline to help stop the slide.

Student Trial

Have the students follow after each demonstration.

Feedback

Points to look for:

Board sliding flat on the base (have students feel their foot flat in the boot).Balanced body position, looking in the direction of travel, with the shoulders in line with the snowboard – not rotated toward the nose.Weight distribution even over both feet – a common occurrence is leaning back, on the rear foot.

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STRAIGHT RUNNING

Other suggested tactics:Start with a small skate, or push, to increase the sliding speed as stu-dents become more comfortable.

Experiment with various body po-sitions:

Fore and aft

Laterally (towards the toe and heel)

Rotational balance

Vertical (“tall and small”)

Toe/Heel Drag: While sliding, have the student move the free foot slightly off of the snowboard, on ei-ther toe or heelside, and gradually drag it in the snow. This will help with stopping, and cause a slight change in direction.

“Hip-Noses” Turn: As the student is sliding, have them slightly rotate their eyes and nose (head), as well as hips towards the heel edge as they drag their heel in the snow. Their path of travel should follow a broad arc as they do this, introduc-ing them to the concept of rotation, and eventually turning. Ask them to try to turn until they stop on the heel edge.

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HEEL DRAG

TOE DRAG


3. CONTROLMomentum, Speed and Direction: The third step in the progres-sion is to give students control over their snowboard with it positioned across the fall line, for safety. By the end of this step, they should be able to control their speed (through Sideslipping), their direction (side-to-side mobility, Pendulum), and use momentum to assist in this.

“GAS PEDAL” EXERCISE / INTRODUCTION TO EDGINGWith the “Gas Pedal” exercise, students are introduced to edge angle’s effect on speed. Increased edge angle decreases speed, and de-creased edge angle increases speed. This is done in a controlled environment, on a relatively flat slope, where the apprehension of falling is minimized.

GAS PEDAL

Progressing From The Gas Pedal Exercise To Sideslipping

With students comfortable with Straight Running, the Toe/Heel Drag, and now the Gas Pedal Exercise, we can use these skills to gradually introduce Sideslipping.

On mellow terrain (similar to Straight Running terrain) students may start by ori-enting the board across the fall line, on the heel edge. Facing down hill, and with their rear heel in the snow on the heel edge of the board for control, students can begin to slide.

Ask them to feel equal weight on both the front and rear foot as they slide. To control speed or stop, flex the ankle, knee and hip of the front leg (as in the Gas Pedal Exercise).

Allow students the time and repetition to practice this on both the heel and toe edg-es. When sliding on the toe edge, students will be facing uphill, and the rear foot will be positioned over the toe edge, with the toes dragging in the snow.

The Gas Pedal Exercise can be introduced on flat terrain, and simply illustrates how an edged board will slow and stop, while a flat board slides.

Explanation

What: Introduction to edging and speed control.

Why: To gain control over the snowboard and our speed.

How: On flat terrain, slightly flex the ankle and knee of the attached (front) leg to increase the edge angle. Relax the joints to flatten the edge ankle. With the board flat, use the rear (unattached) foot to push the board and body forward. Edge the board to resist the push.

Student Trial

Have students experiment with this exer-cise on flat terrain.

Alternate Method: The Crabwalk (pictured below)


Attaching The Board On A SlopeBefore beginning Sideslipping, students will need to have both feet attached to the snowboard. To accomplish this safely, keep in mind the following points:

Arrange students in an area free of excessive traffi c, standing with the front foot attached, facing down the hill.

Ensure students have enough room between each other to move around.

Using the heel edge of the snow-board, students can “dig” a platform in the snow, which will allow them to stand without sliding.

Clear any snow from the rear bind-ing, and place the foot in the binding.

Attach the ankle strap, and then the toe strap.

Be ready to help students – they may require assistance strapping in for the fi rst couple times!

Alternative Methods:

Facing uphill, use the attached foot to dig in the heel edge (downhill edge). Use this platform to strap in the rear foot. This method may be easier for students in harder snow.

Sitting on the snow. If the situation (terrain, snow conditions) don’t allow students to strap in while standing, ask them to sit on the snow facing downhill, to strap in the rear foot.

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SIDESLIPPINGWith their experience Sideslipping with the rear foot out of the bind-ing, students should now be able to transition into Sideslipping with both feet attached.

Explanation: Heelside Sideslipping

What: Sliding on the heelside edge, with both feet strapped to the board. The board is kept across the fall line as it slides down the hill.

Why: To begin to use our edges to control speed, and gain comfort sliding with both feet attached to the snowboard.

How:

Begin facing down the slope, with both feet strapped to the snow-board.With weight evenly distributed over both heels, relax the ankles to begin sliding down the hill.Maintain a B.B.P., arms out and within eyesight.To slow and stop, flex the hips and knees slightly (as if sitting down on a tall stool), and flex the ankles to engage the edge and slow the snowboard.

Demonstration

Assemble the students so that they are able to see your demonstration. Sideslip down the hill in front of the students. Incorporated gentle stops every 1 to 2 metres.

Student Trial

Have the students try this exercise one by one. Remind them to check for oncom-ing traffic before heading out. Allow suf-ficient space between students to avoid collisions. Repeat the exercise until the students are relatively comfortable with it before moving on.

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During this stage, it may be helpful for you to remove your snowboard, so you are more mobile and can offer help to each student.

Feedback

Look for and correct:

Balanced body position – eyes looking down-hill, back tall, posi-tion relaxed, and arms

controlled.Weight distributed evenly to keep the board perpendicular to the fall line.Sufficient edge angle to control speed.Sufficient speed and momentum to aid balance.

Explanation: Toeside Sideslipping

What: Sliding down the hill on the toeside edge, with both feet strapped to the board. The board is kept across the fall line.

Why: To begin to use our edges to control speed, and gain comfort sliding with both feet attached to the snowboard.

How:

Begin facing up the slope, with both feet strapped to the snowboard.With weight evenly distributed over both feet and the eyes looking up-hill, relax the ankles to begin sliding down the hill.Maintain a BBP, arms out and within eyesight.To slow and stop, push the knees forward slightly, into the slope, to engage the edge and slow the snow-board.

Feedback Positive reinforcement is always beneficial and especially here since it is the first time that the students have both feet attached to the board!

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SIDESLIPPING (HEELSIDE)


Demonstration

Demonstrations should be performed as close as possible to the students without jeopardizing their safety. The demonstration should consist of the following:

Sideslip for approximately 1-2 me-tres.Increase pressure on one foot and re-lax the edge angle, causing the board to slide gently across the hill.Gently shift pressure to the other foot, causing the board to slow, and sideslip.Repeat the movement going the other way performing three to four pendulum move-ments.

Student Trial

Toeside & Heelside Pendulum

Since this particular exercise allows students to be more mobile, they must know exactly where to start and finish the exercise. Have students choose either their toe or heel edge to begin. Once comfortable with one edge, have them try the other, as they ultimately will need to learn both.

Feedback

Look for and encourage:

Gradual transfer of pressure to help control direction.Adjusting pressure to avoid stopping during direction changes. Proper use of edge angle to assist with speed control.Controlled body position (eyes looking forward, arms quiet, knees flexed).

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Balanced body position with eyes looking forward (uphill) and arms controlled and within eyesight. Tall, relaxed position.Weight distributed evenly to keep the board perpendicular to the fall line.Sufficient edge angle to control speed.

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ASSISTED SIDESLIPPING(TOESIDE) Other suggested tactics:

“Stop & Go”, “Red Light / Green Light” exercises encourage comfort stopping and starting.

“Ballerina – Cowboy” Analogy:

On the toeside edge, have students experiment with “standing like a balleri-na” (with the ankles extended and on the toes). This position is unstable, and causes diffi culty in moderating the amount of edge used. Encourage them to “stand like a cowboy”, with the ankle relaxed, and the weight centred over the balls of the feet.

This “cowboy” position is helpful on the heelside edge, encouraging a wide base of support with the knees, and weight distributed evenly over the snowboard.

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THE PENDULUMThe purpose of this exercise is to experi-ment with pressure distribution and its influence on direction and speed control.

Explanation

What: Moving side-to-side in a diagonal direction on the snowboard.

Why: To learn to control and use our pres-sure distribution, and to control the side-to-side direction of travel.

How:

Begin on either the heel or toeside edge, in a sideslip.Initiate the diagonal movement by shifting slight pressure to the foot in the direction you want to move, and directing the eyes across and down the hill. Focus on a “target” to ride to.Slightly relax the ankle on that “lead foot”, causing the board’s edge angle to reduce slightly.Allow the snowboard to slide in a “diagonal sideslip”, maintaining pressure on the lead foot (approxi-mately 60/40 split between lead and rear foot).To stop, shift pressure back to even distribution over both feet, and re-sume sideslipping.

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PENDULUM


THE POWER PENDULUM

POWER PENDULUM: Path of travel

As students become more comfortable with the ability to move side to side, they may begin to experiment with mo-mentum, and specifi cally allowing the snowboard to approach the fall line (in-creasing speed), and turn back uphill to control speed. The Power Pendulum is simply an extension of the Pendulum exercise.

The Power Pendulum will appear slightly different from the Pendulum, in that stu-dents should now be comfortable guiding the snowboard through an arced path, as opposed to the “diagonal sideslip” of the Pendulum.

Explanation

What: The Power Pendulum is a means of moving side to side at higher speeds, and with more board control.

Why: To learn to use momentum to assist with directional control.

How:

Begin on either the heel or toeside edge, in a sideslip.Allow the nose of the snowboard to move down the hill by shifting pressure to the lead foot, and relaxing the ankle (as in the Pendulum). Also, incorporate a slight ro-tation of the hips and knees down the hill, which will allow the snowboard to travel more down the hill than across.As speed increases, flex the lead ankle and knee, and rotate the C.O.M. (hips) back up the slope. This will cause the snowboard to move more across the hill.Continue these movements to guide the snowboard uphill, and slow down.Repeat in the opposite direction.

Demonstration

As this exercise is simply a variation of the Pendulum, the demonstration should highlight the new aspects – the rotation of the C.O.M. (incorporating the hips, knees, and feet), as well as the altered path of travel of the snowboard. The path of travel will resemble a “falling leaf”, instead of a diagonal path across the hill.

Sideslip for approximately one metreIncrease pressure on one foot, and slightly turn the C.O.M. to guide the leading end of the snowboard down the hill. (Eg: Regular footed rider travelling to the left would move the left shoulder downhill to initiate rotation of the C.O.M.).Allow the edge angle to flatten slightly by relaxing the lead ankle. This will facilitate downhill movement of the board.As speed increases, maintain front foot pressure, and rotate the body (and feet slightly) back up the hill, through the fall line.Repeat the movements going the other direction.

Student Trial

Have students experiment with the Power Pendulum, using varying amounts of pressure and momentum.

FeedbackHave students focus on using the eyes to guide them in the direction they wish to travel. Encourage them to “connect” the eyes, hips, and knees when rotating through the fall line.When rotating the body, ensure students are rotating with the core (C.O.M.), and feel the feet turning slightly in the boots to aid in steering - guiding the snowboard back up the hill.Pressure shifting in this exercise is a more dynamic and continuous process, and therefore requires students to be more comfortable balancing on the edge.Encourage students to use increased momentum (speed) to carry them across the fall line and back uphill.

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4. TURNINGTurning represents a major milestone in learning to snowboard, and everything that the student has learned up until this point will be used in turning. With the skills to complete a Power Pendulum, and some simple guidance, the transition to turning is a simple process.

Turning should be introduced with safety and clarity in mind. Use simple explanations, with visual cues, to explain the heel and toeside turns:

Heelside Turn: Begins on the toeside edge, crosses through the fall line on a flat base, and finishes on the heelside edge.Toeside Turn: Begins on the heelside edge, crosses through the fall line on a flat base, and finishes on the toeside edge.

The S.A.F.E. concept is a recommended approach to introducing turning, and students may require some assistance to start, as well as lot’s of time to practice and experiment.

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Walking Through The TurnsIn order to relate the sequence of move-ments required for turning, students may fi nd it benefi cial to walk through a series of toe and heelside turns, with the board off. This will allow them to visual-ize and prepare for the next step.

THE BEGINNER TURNThe Beginner Turn introduces the concept of changing edges to the student. Using all the skills previously learned, students will now attempt their first edge changes in the fall line (with the board pointing downhill).

Explanation

What: Turning the snowboard.

Why: To move down the mountain using both edges, giving us complete control over our direction.

How: Heelside Turn

On the toeside edge (facing uphill), start to traverse across the slope, with slight pressure centred over the lead foot and the eyes looking forward in the direction of travel.Initiate the turn by rotating the head and COM (hips) down the hill.Begin the edge change by moving the lead knee in the direction of the turn (across the board), and allowing the board to flatten with slight flexion of the ankle. Feel the calf muscle press into the high-back of the binding.Allow the snowboard to approach the fall line, and slide on a flat base briefly.Continue to direct the board through the turn by rotating the hips, and using the lead knee and ankle flexion to change from the flat base to the heel edge. Once on the heel edge, flex the lower joints (knee, ankle) to engage the edge in the snow.Complete the turn by looking ahead and equalizing the weight distributed over the feet. Sideslip as necessary to slow down.

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Beginner Turn ShapeIt is important to remember that the slope of the hill will have a direct impact on the shape of the beginner’s initial turns, and on your demonstrations. For example, if the slope is very fl at, the turn may become very long and utilize less sideslipping. On a steeper, narrower slope more sideslipping will be required be-tween turns.


How: Toeside Turn

On the heelside edge (facing down-hill), start to traverse across the slope, with slight pressure centred over the lead foot and the eyes look-ing forward in the direction of travel.Initiate the turn by moving the lead hip and knee down the hill. Slightly extend the lead ankle to relax the edge angle.Rotate the hips to maintain upper body alignment (shoulders in line with the length of the snowboard).Allow the snowboard to approach the fall line, and slide on a flat base briefly.Continue to direct the board through the turn by rotating the hips through the turn, and flexing the lead knee and ankle to engage the toe edge. Once on the toe edge, push the lead knee forward toward the snow to complete the turn.Control the finish by equalizing the weight distributed over the feet. Sideslip as necessary to slow down.

Student Trial

Encourage students to start with the heel-side turn. Once one turn is completed, ensure students have control of their speed prior to starting the next turn. Encourage repetition and mileage once students are completing both the heel and toeside turns.

For the students’ first turns, a hands-on approach maybe necessary (see the “Dance Exercise”, below).

Feedback

Look for and correct:

Insufficient rotation of C.O.M., or rotation of head/arms only. Focus on rotation of hips.Correct edge change sequence. Sequence should be starting edge – flat base – fin-ishing edge.Weight centred over lead foot (approximately 60%).Shifting of pressure to the back foot in the fall line. Encourage continued front-foot pressure to turn completion.

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BEGINNER TURN - HEELSIDE

BEGINNER TURN - TOESIDE


Other Suggested Tactics:

STATIC ROTATION EXERCISE

THE DANCE EXERCISE

TWIST THE DISKS

The Static Rotation Exercise

To introduce students to the movements required for turning in an environment free of consequence, have them remove their snowboard, and stand on fl at ter-rain. Arrange the students to that the imaginary nose of their boards are point-ed in the same direction. As you explain the sequence of movements required for turning, have them try to feel the move-ments at the same time. Focus on the movements of rotation with the COM to initiate, as well as the edging movements with the knees and ankles that will be key in performing their fi rst turns. This exercise can be completed prior to walk-ing through the turns, or as a form of correction.

The Dance Exercise - Assistance

The Dance Exercise can be completed on nearly fl at terrain. To assist with the student’s fi rst heelside turn, with your snowboard removed, stand behind the student (facing uphill and the student’s back). Provide assistance by holding the rider’s lead arm and trailing shoulder. Direct the student to begin the traverse and walk alongside them, verbally direct-ing them through the movement of the turn. For the toeside turn, stand below the student, facing them, and walk them through the turn holding their hands/arms for balance.

Twist the Disks

If beginning snowboarders are using ro-tation effectively, turning from the hips and progressing down the body, the fi nal body part to transmit that rotation to the snowboard will be the feet.

The analogy “twist the disks” refers to the sensation of having the disks that attach the bindings to the snowboard loosened, allowing them to twist freely.

The “F.L.E.C.”: Fall Line Edge Change

The FLEC is an exercise used to help stu-dents learn to change edges, without the fear of accelerating in the fall line.

Initiate movement in the same fash-ion as the Power Pendulum, allowing the snowboard to move into the fall line (downhill) slightly.

Once suffi cient speed and momen-tum has been achieved, have stu-dents rotate their COM (as well as hips, knees, and feet) toward the uphill direction. Direct the eyes up-wards, over the lead shoulder.

As the snowboard turns uphill, speed will decrease. Have students feel the base fl at on the snow mo-mentarily.

As the snowboard begins to slide back downhill, have students apply pressure to the opposite edge, and continue rotation to guide the snow-board across the slope.

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= Heel edge pressure

= Flat base

= Toe edge pressure

START

FINISH

Fall-Line Edge Change - Path of Travel:

With the snowboard off, you can have students walk through the intended path of travel during the FLEC, feeling the necessary movements of rotation, pressure shift, and edge change.

Hands-on assistance may be required to allow students to successfully accomplish their first attempts. Position yourself uphill from students at the point of their first intended edge change. As they approach you, hold their uphill (lead) hand to stabilize them as they feel the board flat on the snow. As they slide back downhill away from you, direct them to shift pressure to the new edge, and continue to look in the new direction.


5. LinkingOnce your students are able to complete both toeside and heelside turns, it’s time to add some fluidity and momentum to their riding. Also, the addition of vertical movement will enhance stability. Finally, speed control through varying the shape and size of turns will allow students to explore more terrain.

NOVICE TURNSDuring the Novice Turn, the students will be introduced to flexion of the knees and ankles to assist in maintaining balance and enhancing stability while turning.

Explanation

A Novice Turn is similar to a Beginner Turn, except it is done with flexion after the fall line to help with stability at higher speeds, and to assist riders to link turns together fluidly.

What: A turn with flexion (bending) of the lower joints added.

Why: To help maintain balance and enhance stability in the later parts of the turn.

How:

Perform a heel or toeside Beginner Turn, focussing on rotation of the C.O.M., and the initiation of edg-ing movements with the knees and ankles.As the new edge is engaged (at or below the fall line), begin to flex the hips, knees and ankles to lower the C.O.M. closer to the snow.Control the speed and direction of travel, through flexion. Continue to traverse across the slope, instead of sideslipping as in the Beginner Turn.Once under control, stand up to a normal BBP and initiate the next turn.

Demonstration

By now, it will probably be difficult to restrain the students since they will be excited about applying their new skills! Link three medium sized turns followed by a stop. Exaggerate the movements of flexion after the fall line.

Student Trial

Have the students follow your path and stop where you do. As soon as one student is a safe distance away (I.E.: one turn ahead), ask another student to go. Make sure that they check for uphill traffic prior to starting. A “follow-the-leader” approach may be appropri-ate to continue this exercise afterwards and encourage mileage.

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NOVICE TURN - TOESIDE


Feedback

Provide plenty of positive reinforcement. Look for and correct if necessary:

Proper sequence of edging – all three phases.Balanced body position.Smooth flexion as the board exits the fall line.Excessive speed caused by not edging across the fall line at the end of each turn, and not enough flexion.Encourage students to flex as a result of feeling increased speed and pressures af-ter the fall line, as opposed to simply going through the movements of flexion.

Other Suggested TacticsStatic Flexion Exercise: On fl at ground, and with the snowboard either on or off, have students visualize their turns, and add the fl exion movements as they envi-sion themselves fi nishing the turns.

Follow the leader: Encourage students to attempt to follow your path, giving them opportunity to experiment with their turning.

Speed Control: Edging and/or sideslipping can reduce speed, but it can also be controlled through turn shape and size.

Speed = Shape + Size + Slope: This refers to the idea that a rounder, smaller turn will help to reduce speed on steep slopes. To increase speed, for example on fl at terrain, a large, open turn is desirable.

Have students experiment by trying to maintain the same speed over vary-ing slopes. Ask them to identify what they had to change in order to make rounder or more open-shaped turns. What about small or large turns?

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= SLOWER / DECELERATION

= FASTER / ACCELERATION

TURN SHAPE:


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CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | TEACHING CHILDREN 1

APPENDIX 3:

teaching children

The Basics of Physical Development in Children

Understanding children’s physical capabil-ities and limitations gives an instructor an advantage in working with children. Using his/her insights into child development, an instructor can adapt his/her teaching methods to get the best results by making learning meaningful and fun for the chil-dren. Children are not adults wrapped up in miniature bodies. They are incapable of learning in the same way an adult learns. As they grow, they are continuously devel-oping and changing. Physical development in children follows a predictable pattern. The sequence of development remains constant, but the rate of development will vary from child to child.

Muscular control and coordination does not develop evenly throughout the body. A child gains motor control from the mid-line of the body out to the extremities. This means a child can control the larger muscle groups (trunk and hip joint area) before the smaller ones (arms, hands, legs, ankles). For children, the larger muscle groups are easier to move to regain balance than the smaller ones.

Younger children are not capable of subtle movement in their ankle joints to control fore/aft (edge to edge) balance. Movement to maintain balance originates in the trunk: the shoulders and the upper body are constantly adjusting between forward and upright positions.

Control also develops from the head down to the feet. Children can control their trunks before their legs, hips before their knees, ankles and feet, and hands before their feet.

Hands will often do what children are trying to make their feet do. Encouraging such movement (e.g. pointing the way) can be effective at getting the legs and feet to perform.

The centre of mass in a child’s body is disproportionately high until approxi-mately age 8 (and a helmet adds to this!). Children need a wider stance and wider board to help stabilize this top- heavy body. Because motor control and strength are not well developed at this stage, children use their bones rather than their muscles to support their frame. The joints are stacked one over the other, in a wide, straight-legged stance with the hips aligned over the heels. The upper body bends forward from the waist to compen-sate for the hip position. On steeper terrain and at higher speeds, extra forces are put on the board causing the child to need to “lock” into this position in an effort to resist the forces. With this stiff, inflexible stance, the child has difficulty learning appropriate balancing movements in the turn.

Terrain and speed are important factors in the development of skills. Practice new movements on relatively easy terrain and make sure the speed is appropriate to al-low progress. Once movements have been repeated and refined, you can progress to steeper terrain – this can be a fabulous built-in reward system.

2 TEACHING CHILDREN | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

Characteristics of Children as They GrowPreschoolPhysical:

Tires easily—has low stamina - keep activity skill specific (i.e., avoid using energy for avoidable activities, like climbing)Stance may be backLacks small muscle co-ordination—uses large muscle groups to maintain balance may appear clumsy and uncoordinatedHas difficulty separating the activity of the upper and the lower body (referred to as “upper/lower body separation”)Lateral movement is easier - easiest skill to develop is balance fore/aft on the board

Mental:

Short attention spanVivid imagination—use games with lots of imagination and NO RULESEgo-centric – will learn quickly in private lesson situationCopy-cats – learn through imitation‘Circuit overload’ - copes best with ONE instruction rather than a series of instruc-tionsCannot mirror image—stand BESIDE the child to demonstrate or FRONT of the child, facing the same way as the childDo not understand cause and effectExcited to use words but not always able to express feelings – reactions that are out of proportion are a sign of frustration. (Stop. Find out what is the problem because their learning will stop if the frustration continues.)

5 to 7 Year OldsPhysical:

Have varying amounts of energy—may still need rest periodsBeginning to want to challenge limits—allow for some experimentation within the bounds of SAFETYCoordination improving but still highly variable – look for inability to skate, have con-trol staying in a line, stopping and turning on commandBeginning to refine motor skills – this can come and go as nervous system tries to catch up to growth and can be very frustrating to the rider who knows he/she may not be doing as well as beforeBeginning to perform simultaneous lateral movements and develop upper and lower body separation (e.g. upper body rotation while sweeping back foot) – group kids ac-cording to size and coordination, not just ageSusceptible to injuries because bones are soft—make sure the rules of safety are simple and clear

Mental:

Still have fears and will attach to adults quicklyAge of greatest dropout rate if they have a bad experienceGames and activities should always be kept “win-win” – there should be no ‘losers’ in snowboardingCan work well in pairs—pair up the children for some activities

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Team begins to take on meaning at around age 7, but they still have difficulty under standing and accepting rules — They think, “It’s okay for me to bend the rules, but not for you”—keep the rules to a minimum and keep them simpleSense of independence

Thought process is STOP – THINK – EXECUTEI.E.: They see the chairlift ramp approaching but can’t process the information fast enough and miss getting off – keep instructions simple and use repeated cue words often (straighten board, stand, straight run) – include the source of their lost attention (staring into the trees) in the lesson to keep their attention.

8 to 11 Years OldPhysical:

Have unlimited amounts of energyLikes to challenge limits of performance – feels “invincible”Generally, at 8 or 9 years of age they have the strength and coordination to balance in the centre of the board and make movements to stay thereBeginning to develop fine motor movementCan move all four quadrants independently and can separate upper body activity from lower body activity.

Mental:

Unlimited curiosityRely on feedback from both peers and adultsUnderstand right from wrongGames and activities should always be kept “win-win” – there should be no ‘losers’ in snowboarding— Encourage participation for the enjoyment of the activityTests authority – respects the instructor as an authority figure but has little respect for the instructor’s intelligence.

12 - 15 Years OldPhysical:

Age of motor skill refinementMay experience growth spurts and temporary periods of clumsinessMental:May be sensitive – be careful with criticismCan benefit from visualization techniquesLearns effectively by whole-part-whole method (teach the whole manoeuvre, teach a part, and put the part back into the whole)Puberty may cause emotional changes and anxietyResponds to clear expectations and opportunities to express independenceWants to be independent from parentsGender difference becomes an issue.

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Learning StylesWhen was the last time you saw a group of young children sitting, enjoy-ing a lecture? Before the last stage of mental devel-opment that begins with adolescence, children cannot reason by using ab-stract concepts. They need to relate everything to something concrete, something real, in their environment. They need to see, feel and do. The same principles apply on snow. An instructor will experience success-ful teaching with children by:

Using verbal directions that are short, simple and keeping them to a minimum Demonstrating manoeuvres many times during a lessonEncouraging children to repeat successes over and overEncouraging children to experi-ment with movementUsing games instead of techni-cal jargon or exercises intended for adultsHelping the younger children experience feeling by manual as-sistanceGiving children ONE direction (goal) at a time (baby steps) andGiving positive, specifi c feedback (applauding the child’s successes with comments that pinpoint the details of the success)

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Lesson PresentationIntroducing YourselfWhen you are introducing yourself to your class, take some time to get to know something about each one of them, and to let them get to know you. You can even make it fun. Here are some suggestions for making those first few minutes a success and for laying the groundwork for a good teaching environment.

Make eye contact with the children. This will require you to remove your goggles or glasses if you are wearing any. If necessary, go down on one knee or bend over to the child’s level so that the children can see your face without craning their necks.Consider giving each of the children a nickname, if you feel comfort-able with nicknames. Tell them why you chose this name. This will make them feel special and important. Be prepared to adopt a nick-name yourself, and be prepared to have some children object to another name.Some children will be receptive to a name game (e.g. toss a foam cube or other soft object (like a glove or a hat) from one to another and have each person say either his name or the name of the person to whom he is tossing the cube). Get to know the children’s inter-ests. Ask them about their favourite “thing”— an object, activity, person or animal. Find out what other sports they enjoy.

Use of Games and ActivitiesGames and activities are important when teaching children. Although it is not neces-sary to use games throughout the entire lesson, we must keep in mind that children learn best through play. A new skill (or refinement of an old skill) will be more ap-pealing to a child if it is wrapped up in the

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form of a game. Make sure you consider the age of the group when deciding the games or activities you will be using during the clinic. Balance the games with time just to ride and enjoy the movement with-out structure. The children will be reinforc-ing their skills with no conscious effort.

Make sure the activities/games you choose help develop one of the 5 skills of riding. Once you have determined the skill that will be the focus for the lesson, select activities and games that will develop that skill. It is important to correlate the game to the skill, and the game & skill to the age group. Some activities may be used to help develop more than one skill. If children en-joy a game, they will not mind repeating it.

Setting GoalsCreating different levels for grouping chil-dren according to their riding ability, serves two purposes. Not only does it give the

ski/board school a convenient way of forming classes, it sets goals for the children. Achieving

a new level of boarding becomes a reward for personal accomplishment. Colours, animals, numbers, figures or vehicles can designate the levels; whatever works for the boarding school.

Always keep safety in mind!


Teaching ProgressionEquipmentWhen children come out for a lesson, they may be a little nervous and apprehensive, especially if it is their first time. Beginner riders have the added challenge of having to be-come familiar with their equipment, how it works and how to put it on. They also need to be able to identify “their” boards.

Here are some games one can play to familiarize children with their equipment:

Yard Sale – Get the children to place their boards in a neat pile. Time them to find their board and return to their starting point. You might ask them to strap in their front foot.Boot Games – Get the children to play games in their boots to ensure the boots fit well. Play follow the leader, for example, getting the children to twist in their boots, walk on their tip-toes, walk on their heels, etc. Have them perform manoeuvres they would do with their board on, for example, jump, rock from heels to toes, spin 180o. These manoeuvres will be easier to perform in their boots without the boards and will familiarize them with the feelings they will experience later on while wearing a board. Relay Races — Once children know how to put on their boards, you can have them do a relay race. Both teams start with their boards off. Each individual has to put his board on the front foot, skate a distance, and tag another member of their team. The person who has been tagged puts on his board and skates back to tag another member. If there are not enough people to make 2 teams, simply time the one group. This will develop group participation and interaction and challenge the children at the same time.Simon Says — Another game to play is Simon Says. Have children strap in both feet and play Simon Says while making them balance, edge hop etc. This is definitely a method to get them laughing, balancing, falling and learning to get up using guided discovery.

Basic MobilityRemember how awkward it felt trying to move around on the flats? The front foot did not want to remain sideways. It wanted to return to a walking position, making you feel as if the board had a mind of its own. Make it fun for children to learn these difficult manoeu-vres of walking, skating, climbing and gliding on their boards. And what better way than to play games!

One game already addressed is a Relay Race.Freeze Tag – The instructor is “it” and goes around tagging people. Once tagged, a person must remain frozen in some kind of snowboarding pose until another unfro-zen person touches him and frees him. Designate an area within which to play so kids remain together in a confined area.Follow the leader may be used as well. Use your imagination to get kids learning by doing. After trying balancing and mobility games, get your group to try sliding on gentle terrain. There is no need to rush to the top. Spend time at the bottom until you feel your children are competent and ready.

Straight RunningFind a gentle slope and get the children to practise a glide. Ask them to mimic their favourite animal, super-hero or favourite snowboarder while gliding. Then move into a glide by pushing on their toes to get the board to change direction. Next, try heel side. Ask them to move their arms toward their toes or heels in a slow, deliberate manner, like “Frankenstein” or the “Zombies”.

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Games to play while gliding:

Tall like a house/ small like a mouse: Get children to glide trying to be tall or small.Animal Game: Ask a child to imitate his favourite animal. The other kids try to guess what it is.Weebles: Have kids move back and forth – see if they can be like “weebles”. “Weebles wobble but don’t fall down”.Target: Give the kids a Nerf (soft) object and have them try and shoot it into a box or garbage can while gliding. If in an open area, get them to throw the object in pairs while gliding. The pro must keep an eye out that nothing gets in the way. (Check with the ski patrol at the resort to determine if this exercise is permitted.)

Sideslipping and TraversingOnce your class is comfortable gliding, they will learn to side slip/traverse. Both feet are required to be strapped in. Make sure the terrain is appropriate – not too steep or with too much traffic.

Games that will help with traversing and sideslipping:

Pretend there are bugs under your toes or heels and you are trying to squash them – this will promote toe/heel edging.Put markers on the hill and have children try to make their way to the markers. Make sure the pattern you create is achievable.Have children get small and stretch out like a slinky – this will promote flexion and extension. Get children to realize when they push on both heels or toes equally, they will slow down or stop. It is essential that children know how to control their speed.

Games that will help children learn to stop while side slipping or traversing:

Call out “red light” or “green light”. The children stop or go according to the call like cars in traffic.Put down markers to indicate how far the children may side slip and where they must stop.Designate a fuel station. The children side slip (or traverse) to that point. Once they reach the “gas station”, they must stop to re-fuel and then may begin moving again.

Basic TurnsOnce children are capable of side slipping and traversing, it is time to introduce the basic turn. Basic turns will enable children to ride beginner terrain. They will put into practice all the exercises you have done to this point to help them get from top to bottom, making “S” turns down the hill.

The selection of terrain is crucial! Use a gentle slope that is well groomed and not too busy, if possible.

Here are some games to play to help children learn to turn:

·CASI Dance exercise used in Level 1: Be creative. Give the exercise a different name, for example, “pretend magnets”: you and the student become magnets at the hands and you help him/her to turn.·Garland exercise: This exercise helps them to initiate the turn and to learn how to control speed at the end of the turn.·Bend and stretch or bend and reach: Children are low going across the fall line and stretch or reach for the turn. This promotes flexion and extension and pivoting.

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If the class is young, avoid using the words “left” and “right”. Try attaching stickers to their hands and feet and name each body part after the sticker. Ask the child to turn the (name of sticker) hand or the (name of sticker) foot.

Make sure children practise equally on both sides. Children will usually be more success-ful on the heel side because they have weak ankles. Get them to practise static toe edge balance by timing them. Ask, “Who can balance for 5 seconds on toe side?” Encourage them to increase the time gradually.

Moving to Intermediate SlopesOnce children are linking turns comfortably on beginner terrain, it is time to move on. Be sensitive to their fears and apprehensions. What might seem small or flat to the instruc-tor may appear intimidating to the child. For example, if you were to return to your grade school, the water fountains would seem low to the ground. But, to the child, they would be a perfect height. Bear this in mind. You can first challenge your class by using the philoso-phy, “Maximum speed on minimum terrain”.

Once children can negotiate beginner terrain with ease, they will need guided mileage on their boards. Keep them busy! Children learn successfully through guided discovery: the instructor sets the parameters, and allows the children to experiment within the safe boundaries.

Experimentation + Safe controlled environment + Instructor encouragement and guid-ance = Success

Here are some activities you can do with children who are ready to move from the begin-ner slopes. Vary the imaginative aspect of the game to suit the age group and interests of the children:

Squish the snow snakes or ice the cake: Children concentrate on squishing the snow snake during the turn, or icing the cake, or flattening the play-dough. The flatter board will make it easier to turn.Follow the leader: Lead the children to interesting terrain and have them experiment while riding. Have them ride with flexed legs/stiff legs. Play with balance—fore/aft, lateral, and vertical. Use questions to make them aware of the contrast of feelings with the experimentation. Make sure children change their place in line so that ev-eryone has the opportunity to ride behind the instructor.Obstacle course: In a sheltered area, set up a course where students must go around, under, over, through items that will not injure them, e.g. bamboo poles, sponges, hula-hoops, etc.Tight-rope walker: Have children ride with an object (sponge, cone, old glove etc.) on the head and keep it from falling off.Cat and Mouse: The child in front tries to lose the child in back by making different-sized turns and by making several turns, but not through speed. Make sure the chil-dren do not turn back up the hill.Mexican Jumping Bean: The kids ride in a line and when the leader calls out “Taco Bell” or “chili con carne (use your imagination!) and starts to jump., the rest of the group start to jump. There may be a pause in jumping while turning and then the beans go off again.Wind blown: Ride as if the wind is blowing in your face, then at your back, then at your sides, at your feet… experimentation makes it fun.

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Remember to make goals attainable.

This will build the child’s confi -dence and their trust in you.


Animation: Suggest an object or animal or person to a child and have him/her imitate the style. The rest of the group has to guess the object/person/animal. (Ride like a lion, like a fighter plane, like a belly dancer….) Make sure the suggestion is appro-priate to the age group. You may find that the group has some good suggestions. Synchro pair riding: One child leads and the other child follows, but not necessarily in the same tracks. The first person turns and the follower tries to turn at the same time as the first person– not in the other person’s tracks.Putt Putt: The children try turning at a slow speed. Then they make a new series of turns at a higher speed. And again, with each new series of turns, the speed increas-es (to a controllable level). Ask them which speed is easier for turning, and why.

These are only a few of the activities that will help develop all the skills in a way that is fun. All these activities can be made to focus on one particular skill or can be modified to focus on another. Be creative and have fun. If you are having fun, so will your group.

You’re only limited by your own imagination!

Moving to More Advanced TerrainOnce children are comfortable on intermediate terrain, they need to work on more refined edge control to increase their comfort zone on steeper terrain, bumps, and deeper, softer snow. Children should be able to ride in control on easy black diamond slopes before they progress to the more challenging conditions, bumps and crud.

Challenge children to change the size and shape of their turns. If children do the same type of turn all the time, they will be intimidated on steeper, narrower terrain. Remember, variety is the spice of life and riding.

When introducing moguls, choose the easiest terrain possible so your class can experience changes in pressure control and balance without excessive fear. Have children traverse the run to get the feel for moguls. Make sure they look up the run to avoid any collisions before crossing. As soon as possible, get them to practice more in the fall line—this is safer line from the point of view of traffic.

A mogul run with one side groomed so your class will be able to go in and out of the mo-guls is the best option because the groomed section provides an escape route.

At this level, we will also need to focus on speed control by carving long to medium turns on green and blue terrain.

Once the children are comfortable with these carving manoeuvres, move them into short radius fall line turns and intermediate bumps.

Here are some activities to do with your class:

Obstacle Course: Set up a course using props — cones, bamboo, hula-hoops, etc. Be sure to set up the course so the children go over, under, around, through etc.Line Game: Have children make different lines in the snow – from wide to narrow tracks. Ask what they had to do in order to change the width or type of line.Hop Turns: Ask the children to begin the turn with a hop in the direction of the new turn. Use this exercise with longer radius turns.Cat Walk: Ask children to run to their partner, with both feet in the binding , as though they were running with their feet unattached to the board.

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Traverse Ollies: Get class to practice their ollies, toe and heel side, while traversing. This is definitely a good way to tire them out!Follow the Leader, or “The all mountain chase”: Lead your group all over the hill – through moguls, rollers, terrain parks…Get them to ride with stiff legs, then with flexed joints.Volcano run: The children ride varied terrain and observe where the pressure builds. Electric Fence: Have children ride within the imaginary boundaries of a narrow corri-dor to avoid “getting a charge” from the electric fence along the sides of the corridor.

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Remember to keep it safe, but exciting and fun! If children are having fun, they

will learn and want to return.

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | DUTY OF CARE & SAFETY 1

APPENDIX 4:

duty of care & safety

One important aspect of conducting a positive

learning experience is being able to conduct

the lesson with a minimum risk factor.

A) DUTY OF CAREAs a snowboard instructor, when you agree to undertake the instruction of a person (adult or child), you enter into a relationship with that individual out of which the course will impose a duty of care for the safety of that student. This commences when you first meet your student at the beginning of the lesson, and ends when the lesson is completed.

In the eyes of the law, your role is not simply to teach your student the technical points of riding a snowboard, but to act as a knowledgeable, responsible and vigilante guide to your student while on the mountain. Instructors must teach with the Alpine Responsibility Code in mind, and ensure that students are riding under full compliance with the Code. Students should also understand the reasons for doing so. Instructors must exercise judgment in selecting the terrain on which the lesson will take place, and ensure that it matches the student’s ability level, minimizing risks arising from natural hazards.

When working with children, the courts will impose and expect a greater duty of care. This duty increases as the age of your student decreases. Courts in Canada hold that the duty of care owned by a person charged with the supervision of children is that of a “care-ful or prudent parent”. Knowing this, it’s important to remember that the actual act of snowboarding may be only a small part of an instructor’s responsibilities during a lesson. Instructors will not have this duty of care discharged until such time that the child has been safely released into the care of another responsible adult (depending on snow school policies).

A genuine concern for the well being of students, as well as a knowledge of resort / snow school policies will ensure that this responsibility is respected at all times.

B) INSTRUCTOR’S OBLIGATIONIt is important for an instructor to find a location that offers the best possible terrain for the exercise. The area chosen should:

Be sufficiently wide to accommodate skier/snowboard traffic and a snowboarding classHave groomed terrain, with a gentle to moderate pitch, free of drop-offs or blind spotsHave easy access and low skier/rider trafficBe free of intrusive lift line towers and snowmaking gunsBe properly illuminated to minimize shadowsBe serviced by detachable chairs

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2 DUTY OF CARE & SAFETY | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

C) CLASS INFORMATIONTo maximize the learning experience of the students, instructors must know how to control their class.

Here are some simple guidelines:

Always check for oncoming traffic when going from a stopped position to riding down the hillKeep students in a single line along the side of the hill whenever stoppedHave the students practise the exercises in a specified, designated area of the hill, and remain in a groupPlace the students so they can hear the instructor easilyCount students continuously - to ensure that no one is misplaced.

D) INSURANCEIn order to teach, all snowboard instructors must be insured under the liability policy of the Canadian Association of Snowboard Instructors. This insurance is automatically in-cluded with your annual CASI membership.

E) ALPINE RESPONSIBILITY CODEThere are elements of risk that common sense and personal awareness can help reduce. Regardless of how you decide to use the slopes, always show courtesy to others. Please adhere to the code listed below and share with others the responsibility for a safe outdoor experience.

Always stay in control. You must be able to stop, or avoid other people or objects.People ahead of you have the right-of-way. It’s your responsibility to avoid them.Do not stop where you obstruct a trail or are not visible from above.Before starting downhill or merging onto a trail, look uphill and yield to others.If you are involved in or witness a collision or accident, you must remain at the scene and identify yourself to the Ski Patrol.Always use proper devices to help prevent runaway equipment.Observe and obey all posted signs and warnings.Keep off closed trails and closed areas.You must not use lifts or terrain if your ability is impaired through use of alcohol or drugs.You must have sufficient physical dexterity, ability and knowledge to safely load, ride and unload lifts. If in doubt, ask the lift attendant.

Know the Code – Be Safety Conscious. It is Your Responsibility

Snowboarders will find the Alpine Responsibility Code posted at ticket offices and near boarding areas of each ski lift.

If a snowboarder does not obey the Code, sanctions may be imposed. These will be deter-mined by the ski centre operator, and may take the form of a warning, removal of the lift pass, or suspension of the season’s pass for a predetermined period.

*Resort operators may impose on snowboarder’s rules of conduct additional to those in the Alpine Responsibility Code.

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F) SIGNSAt the ski centre, a diagram of the ski slopes and ski lifts will be posted between the lodge and the slopes. The diagram will indicate for each slope:

The trackIt’s name or number, or both, and its level of difficultyThe track of each ski lift (unbroken red line)A key to the pictographs indicating various levels of difficulty as well as certain areas that may be off limits to snowboarders

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CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS | BRINGING BEGINNERS BACK 1

APPENDIX 9:

bringing beginners backCREATING A POSITIVE EXPERIENCEAs a snowboard instructor, you are in a unique position with the guests of your resort. Through your experiences, background and general attitude, you have the fortunate oppor-tunity to impart learning beyond the technical aspects of snowboarding. The experiences that you create for first-time snowboarders will, many times, define their attitudes and ideas for the span of their snowboarding lives.

Helping to make your student’s first experience snowboarding a positive one is a key to ensuring retention – or bringing beginners back to continue snowboarding over the long term, and make snowboarding a part of their lives to come. This is important not just for you and your fellow instructors, but for the snow industry in general.

There are a number of things that you can do as the leader of your group to ensure a posi-tive experience:

Smile, introduce yourself, and give a brief

background of your snowboarding experi-

ence. This is a great way to break the ice with your group, and impart a sense of confidence in your students that you are in fact an experienced snowboarder and instructor, and you know what you’re talking about!

Learn your students’ names, and interests. Addressing your students by name can do wonders for creating a type of mutual respect between your students and yourself. This can translate into more success in your lessons. If you have an idea of your students’ background or simply what they spend their days do-ing, you are in a better position to tailor your lesson to their ability.

Define Success. Explain your goal for the les-

son, and ensure that your goals match their

goals. Many times, new instructors make it a priority to cover the complete beginner progression during their first lesson with new students. For some students, this may be realistic. But for others, this simply won’t happen – and shouldn’t happen. It wouldn’t be safe to push a new snowboarder through steps in the progression that they aren’t ready for…you risk pushing towards a negative experience, or worse, injury. Make sure your goals for the les-son are realistic, and that your students understand that learning to snowboard doesn’t happen in two hours or less.

Knowing how to

structure your lesson

with the success of

the students in mind

is crucial to success-

ful teaching. The goal

is to ensure that your

students have fun

learning to snow-

board, and in turn,

come back to learn

more.

2 BRINGING BEGINNERS BACK | CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

A successful lesson is one where everyone leaves feeling positive about his or her ex-perience, not simply about how much they learned about snowboarding, or how many parts of the beginner progression you were able to teach.

Use the cues that you get from your stu-dent’s introductions to plan your lesson for the day. If you are teaching a group of ac-tive eight year olds, your lesson is going to be much different than if you were teach-ing a group of inactive 48 year-olds! Your main goal should be to make sure that at the end of the lesson, everyone is safe, had fun, and will come back again.

Be aware of the other factors. The other factors might be the condition that day…is it icy? How well does your student’s rental equipment fit? Are their boots too tight, and is this causing them to feel negative about the whole situation? Are some of the members of your group feeling nervous, and tense? How about fitness? Are there members of the group who may have to take things slower, due to lower levels of fitness?

Whatever the case may be, your success with the group stems from your abil-ity to read into these factors, and take a student-specific approach to teaching, ensuring that you can provide what each student needs to be successful.

Start and finish on a positive note. The ideas of primacy and recency suggest that your students will most remember the parts of their experience that they heard or learned first and last. If you can create an enjoyable and positive start to the lesson, and finish up on an equally positive note, your retention rates will increase.

It’s up to you to tailor your lesson to make sure that your students leave feeling positive about snowboarding, rather than feeling negative (or sore!) about that last crash that they had. Learning to snow-

board is tiring work. At the end of a typical beginner lesson, students are tired. They are becoming fatigued, both physically and mentally. If they are comfortably traversing with only minutes left in the lesson time, it may not be the best idea to introduce them to turning before sending them on their way. In a fatigued state, their ability to take on a new skill is limited, and they run the risk of falling and injuring them-selves, or struggling to accomplish that next step, thus creating a negative feel-ing in their heads about their experience. Instead, have them focus on what they are accomplishing well at this point – travers-ing safely and being mobile on the begin-ner run.

This way, you can relay to them in your wrap-up that their accomplishments dur-ing the lesson were successful. Hopefully, your definition of success at the start of the lesson let them know what your goal was. Some students may speed through the beginner progression, knocking off steps, and learning to turn before you know it. Others may spend their first few lessons learning to sideslip. Either way is perfectly acceptable, as long as you’re positive about their accomplishments; they leave happy; and more importantly, they come back to learn more.

When teaching children, you may want to use the “SPIT” and “SPIN” method for starting and finishing your lesson:

SPIT: Smile and great the guests. Greet

the child first and then the parent.Plan the lesson and share it with

your students.Inquire about the student’s skills,

where they have ridden, runs they like.Talk to the parents and the children.

Make eye contact; get down on their level!

SPIN:

Skills: What they have accom-plished (technical skill, terrain, safety, finding their way around).

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Personal: Show the parent that you know their child. Tell them about interactions with other students, new friends. Mention any funny or interest-ing moments relating to the child.

Incidents: If any occurred, tell the parents about incidents in your class (be honest and tactful!). It is better for parents to hear from you. Mention any separated students, accidents, behav-ioural problems, student conflicts, or upset children.

Next: What will the next lesson hold in store? Tell them what level they should sign up for next (be honest and realistic) or recommend terrain choice. Thank them for riding with you!

Give a hint of what’s to come during the next lesson. There’s nothing wrong with inviting stu-dents back for more lessons, and letting them know that you’re available for other products like private lessons. If your stu-dents are at the turning stage, make sure to let them know that there is a lot more to learn about snowboarding than just turning left and right. Help to build some interest in taking more lessons by setting some goals for the next lesson, and inviting them back.

Let them know you care. Shake their hands. Thank them individually, and genu-inely let your clients know that you enjoyed helping them out, and you hope to see them again. Without them, you’d be out of work.

To sum-up, your success as an instruc-tor depends on a lot of different skills. As a key part of a beginner’s first experience snowboarding, you are in a truly unique position in terms of creating a life-long snowboarder. In short, make it fun for them, and give them a reason to come back for more!

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casi level 1

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