introduction to snowsports instructing sb workbook

Introduction to Instructing SB Workbook 2014

About the course and workbook

Welcome to the Introduction to Instructing course at Aberdeen Snowsports Centre.

This course manual and the workbook have been produced with reference to a number of sources

including the BASI manual which is freely available in the centre library alongside other manuals

where a wealth of information is available on subjects such as teaching children, psychology and

drills for higher level instructing. With further training through Nationally recognized associations

such as BASI and Snowsports Scotland you can build on your knowledge to enable you to gain

qualifications to allow you to instruct at home and abroad.

The course is a full programme made up of personal performance, classroom lectures and

discussions. The course will also include shadowing of lessons to watch teaching and learning in

action and a certain amount of study time. This can be demanding mentally and physically so it is

important that you prepare for the work involved.

The manual is designed to follow alongside the course syllabus, lectures and workbook, We will

reference some of the manual during discussions, at other times you will be expected to read and

study in your own time. Make sure you have the manual with you at all training sessions for

reference. This will be a valuable resource for you during the course training, your early stages of

instructing and for when you go on to do further training.

Assessment on the course will be on-going and over the final day during which each participant

will plan and deliver a short 30 minute lesson to other group members. Your trainer will monitor

your participation and performance and give continual feedback. The manual contains important

information to enhance your learning as a trainee with information further to that covered in the

course lectures.


Introductions - Overview of the course

Aim

Get to know your group, be relaxed with your peers, your trainer and the Centre.

Get orientated with the slopes and have a slide.

Understand safety considerations and put them into practice.

Understand the use and importance of this workbook and reference manual.

Notes:


Central Theme - understanding the CT

Aim

Run through the Central theme as a learner would

Understand the what, why and when of each stage.

Awareness of safety considerations and put them into practice.

Introductory Activities

To become familiar with the equipment and develop

co-ordinated movements on a snowboard

Straight running

To become familiar with the sensation of sliding and

develop good posture and balance

Side slipping

To control the speed of descent and introduce braking

Diagonal side slip

To control speed and direction by steering the board

Falling leaf

To control speed and line by steering the board

(active pedalling- torsional flex)

Basic turns

To link all the exercises learned previously with an

edge change at the fall line.

Standard Turns

To link turns with an edge change while travelling

across the fall line.


Notes of activities used for Central Theme:


Intr

odu

cto

ry A

ctivitie

s

Str

aig

ht R

un

nin

g

Sid

e S

lipp

ing

(h

ee

ls &

to

es

)

Dia

go

na

l S

ide S

lip

Falli

ng

Lea

f

Ba

sic

Tu

rns

(h

ee

ls &

to

es

)

Sta

nd

ard

Tu

rns

Lin

ke

d t

urn

s

Review sheet: The central Theme

Having ridden through the Central Theme list three key aspects of each stage


Teaching within the Central Theme

Aim

Become aware of the principles of teaching and learning.

Consider the learning environment and factors that may effect it.

Understand safety considerations and put them into practice.

Introduction to TIED and the importance of drip feeding information.


The Learning Environment

Many factors affect the learning environment. Some of them we can influence and shape on

purpose such as the activities and the terrain we choose. Others are outside our control such as

the weather or the make-up of the characters within a group, although we may be able to limit

negative factors to some extent.

Discuss Factors that are within our control and those that are outside our control

Pages for reference: 30


TIED

Make notes on an example of the use of TIED from one stage of the central theme

performed today.

T ( Task ) -

I ( Information ) -

E ( Evaluate ) -

D ( Develop ) -

A simple model of the 4 stages of performance analysis


Performance within the Central Theme

Aim

Gain awareness of your ability to perform each stage of the central theme.

Using the rating scales rate your performance at each stage of the CT.

Create an action plan for improving your performance in the CT

Notes incl. feedback, action points and sources of feedback:


Performance within the Central Theme

Performance Rating Scales/Learning Phases descriptors

BASI ’ s Rating Scales and Learning Phases descriptions of performance and learning

relate directly to the Fitts and Posner model of skill acquisition

RATING SCALES

LEARNING PHASE

0

I Don ’ t know

Early awareness

You need to become more aware of

this element.

1

I think I understand but….

Late awareness

This element is beginning to appear in

your performance but still requires

some awareness development

2

AHA! I get it….

Early Practice/Development

Are beginning t use this element but

the movements are not properly organ-

ised and require more practice

3

I can ’ t feel it, is this Ok?

Late Practice Development

The element is used in your perform-

ance but not with consistency and ver-

satility, you are still in the practice

phase

4

It works OK as long as I think about it

Early Acquired

The element is used in your perform-

ance with consistency and versatility

5

I don ’ t have to think about it

Late Acquired

The element is autonomous and used

with creativity

6

I can trust it even when the going gets tough


Lesson Delivery

Aim:

Become comfortable with delivering information in a concise and animated way.


Teaching Worksheets


5.2. Notes on activities for Green, Blue and Red Level Teaching:


In groups plan a 10 min teaching session (picked at random) using the descriptions of CT in the manual if required. Try to use ‘Key words’ to show understanding but without making it over technical. Any level up to linked basic turns will be a possibility.

Lesson Planning and delivery


What previous experience do the learners have?

What phases of the central theme are the learners able to do?

What particular needs do your learners have?

What is the aim and intended outcome of the session for your learners?

What safety considerations do you have in mind?

What further factors could inhibit or help your learners learning?

Pre-Session Planner

Trainee Instructor Course teaching session

Number in group: Age and gender: Session Length:


Lesson Planning and delivery

Notes on feedback on lesson delivery.

Notes on feedback for personal performance.


What examples of customer care did you see or use today?

Notes:

Discuss and note examples of good and bad customer care that may occur in a lesson

environment.

Notes:

Customer Care and responsibility


Over the last number of days you have identified numerous hazards in the Snowsport

environment. Accompanying each hazard is an element of risk to yourself and to your learners.

Most hazards are out-with your control to remove entirely, however it is your responsibility to be

aware of all hazards and to minimise the element of risk to yourself and to your learners.

What hazards may arise in the following situations? What action would you take?

REVIEW SHEET: identifying hazards and risks

Identifying hazards Risk to learners Minimising risk

Surface

Equipment

Uplift

Obstacles

People

Weather

Group management and working areas:

Position of stationary learners:

Organisation of uplift queues:


Final Practical Assessment

Aim: Final Assessment of instruction and personal performance.

On hill: Demonstrate competence and confidence in delivering a 30min teaching

session from any stage of the central theme.

Demonstrate personal performance in performance criteria

Debrief: Individual debrief on course performance, assessment and personal

action plan for next steps.

Wrap up: Burger and a beer!!

Personal Action Plan:

introduction to snowsports instructing sb workbook

Documents

course manual

course training

course lectures

sb workbook

course aim

course syllabus

reference manual

workbook welcome