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LEVEL 3 COURSE GUIDE (2019-20)

CANADIAN ASSOCIATION OF SNOWBOARD INSTRUCTORS

186 Hurontario Street, Suite 201 T: (877) 976-2274 Collingwood, Ontario E: [email protected] Canada L9Y 4T4 W: www.casi-acms.com

TABLE OF CONTENTS Level 3 Course

Course Introduction .................................................................................................. 1

Course Agenda ......................................................................................................... 2

Course Agenda (Exams) .......................................................................................... 3

Evaluation ................................................................................................................. 4

Workshops

Workshop: Instructor Training Review ................................................................... 11

Workshop: Advanced Competencies ..................................................................... 13

Workshop: Advanced Skill Development ................................................................ 15

Lesson Planning Tool ............................................................................................. 16

Instructor Training Session Planning Tool .............................................................. 18

Technical Presentations

Technical Presentation: Instructor Training ............................................................ 19

Technical Presentation: Advanced Competencies ................................................. 21

Technical Presentation: Advanced Skill Development ........................................... 22

Course Evaluation

Level 3 Candidate Comment Form ......................................................................... 23

Samples: Level 3 Candidate Evaluation Form ........................................................ 24

Daily Notes & Feedback ......................................................................................... 25

Notes ...................................................................................................................... 26

What’s Next? .......................................................................................................... 28

Canadian Association of Snowboard Instructors: Level 3 Course Guide 2019-20 | 1

INTRODUCTION Welcome to the CASI Level 3 Course!

The CASI Level 3 Instructor certification is for advanced snowboard instructors who have passed the Level 2 Instructor certification and Park Instructor 1 certificaiton, and have an interest in teaching high-end snowboarders. The goal of the Level 3 course is to develop a skills-based and situational teaching approach for advanced snowboarding. It combines practical snowboard teaching methods, technical understanding and development, as well as development of analysis and session planning skills.

Candidates will receive coaching on their riding and teaching skills with the goal of reaching the Level 3 standard in three areas: Instructor Training Skills, Teaching Skills and Technical / Riding Skills. They will also receive suggestions and strategies for long-term development. The successful candidate is certified to teach snowboarders up to the advanced level and lead introductory instructor training sessions. Level 3 is a pre-requisite for the Level 4 certification.

The Level 3 course is delivered in two phases: a course phase where material is presented, and an evaluation phase where exams are conducted. Candidates will leave the course phase with clear feedback regarding performance and potential. Candidates must register for the course and exam portions separately, and are encouraged to take the exams at a later date to allow for training and development time following the course portion.

Who Should Take This Course?

You should take this course if you are a Park 1 & Level 2 Instructor with plenty of teaching experience, including beginner to intermediate students, in a variety of situations. You should love to teach, and have a desire to take your teaching skills to new areas of the mountain – advanced freeride terrain, and the terrain park. You should be confident and comfortable demonstrating advanced riding skills in corresponding terrain, and have an interest in learning to train fellow instructors.

Am I Ready?

The Level 3 Instructor standards require you to pass riding, teaching and instructor training evaluations. In order to help you achieve success on the course, we suggest you take the following steps in preparation, if they are available to you:

- The best preparation is experience. Spend plenty of time working as an instructor, honing your communication, analysis and group management skills.

- Ensure you are familiar with the CASI Level 1 & 2 course content and methodologies. - Attend training sessions with a current CASI Level 3 Instructor and/or Evaluator, to get

feedback on your riding ability in relation to the technical standard. The use of video analysis and feedback can also be beneficial.

Course Duration: 5 days totalling a minimum of 30 hours (course phase) 2 days totalling 12 hours (evaluation phase)

*Attendance and participation in the entire course presentation is mandatory. Candidates who are note present for any portion of the training will not be considered eligible to

receive an evaluation at the completion of the course.

2 | Canadian Association of Snowboard Instructors: Level 3 Course Guide 2019-20

LEVEL 3 INSTRUCTOR - AGENDA DAY ONE: 8:30 - 9:00 a.m. Registration & Introductions 9:00 - 11:30 a.m. Warm-up Presentation: Instructor Training 11:30 - 12:30 p.m. Lunch 12:30 - 3:00 p.m. Presentation: Instructor Training (continued) 3:00 - 4:00 p.m. Daily Review & Evaluation DAY TWO: 8:30 – 9:00 a.m. Workshop Review: “Instructor Training” 9:00 - 11:30 a.m. Practice Presentations: Instructor Training Sessions 11:30 - 12:30 p.m. Lunch 12:30 - 3:00 p.m. Presentation: Advanced Competencies 3:00 - 4:00 p.m. Daily Review & Evaluation DAY THREE: 8:30 – 9:00 a.m. Workshop Review: “Advanced Competencies” 9:00 - 11:30 a.m. Presentation: Advanced Skill Development 11:30 - 12:30 p.m. Lunch 12:30 - 3:00 p.m. Presentation: Advanced Skill Development (continued) 3:00 - 4:00 p.m. Daily Review & Evaluation DAY FOUR: 8:30 – 9:00 a.m. Workshop Review: “Advanced Skill Development” 9:00 - 11:30 a.m. Presentation: Advanced Skill Development (continued) 11:30 - 12:30 p.m. Lunch 12:30 - 3:00 p.m. Practice Teaching: Advanced Skill Development 3:00 - 4:00 p.m. Daily Review & Evaluation DAY FIVE: 8:30 – 9:00 a.m. Daily Review 9:00 - 11:30 a.m. Practice Teaching: Advanced Skill Development (continued) 11:30 - 12:30 p.m. Lunch 12:30 - 3:00 p.m. Riding Improvement & Exam Preparation Session 3:00 - 4:00 p.m. Course Evaluation & Review

PRE-COURSE WORKSHOPS To prepare for this course, the following workshops should be completed prior to the first day of the course. The workshops may be completed in this book, or you may want to complete them online at https://www.casi-acms.com/index.php/en/courses/level-3-instructor

- Level 3 Standards Video (online) - Level 3 E-Prep Workshop (online)

NOTES:

*Due to various mountain conditions, times may

vary.

*To ensure that the course runs smoothly

students should arrive 10 minutes before the above

times.

*The wearing of helmets is mandatory on the CASI

Level 3 course.


LEVEL 3 INSTRUCTOR EXAMS - AGENDA DAY ONE: 8:30 - 9:00 a.m. Registration & Introductions 9:00 - 11:30 p.m. Teaching Evaluations 11:30 - 12:30 p.m. Lunch 12:30 - 3:30 p.m. Teaching Evaluations (continued) Instructor Training Evaluations 4:00 - 5:00 p.m. Evaluations & Presentation of Results (teaching-only candidates) DAY TWO: 9:00 - 11:30 a.m. Instructor Training Evaluations (continued) 11:30 - 12:30 p.m. Lunch 12:30 - 3:00 p.m. Technical / Riding Evaluations 4:00 - 5:00 p.m. Evaluations & Presentation of Results

*Due to various mountain conditions, times may vary. *To ensure that the course runs smoothly students should arrive 10 minutes before the above times.

*The wearing of helmets is mandatory on the CASI Level 3 course.


EVALUATION

Candidates must pass the teaching, technical (riding), and instructor training components of the course to be certified as a Level 3 Instructor. Results will be given to each candidate at the end of the exams or the end of the exam day in the case of single-component candidates.

MARKING SYSTEM

A. TECHNICAL (RIDING) EVALUATIONS Candidates’ technical (riding) skills will be evaluated using a series of “tasks” or manoeuvres:

1. Long Turns (Groomed Terrain): Candidates will be required to complete a series of long radius turns at the advanced performance level, in groomed blue terrain.

3. Short Turns (Un-groomed Terrain): Candidates will be required to complete a series of short radius turns at the advanced performance level, in un-groomed / bumpy blue terrain.

2. Short Turns (Groomed Terrain): Candidates will be required to complete a series of short radius turns at the advanced performance level, in groomed blue/black terrain.

4. Intermediate Sliding Turns: Candidates’ will be asked to demonstrate a series of intermediate-level sliding turns, performed both forward and switch, in intermediate terrain.

Candidates will have two opportunities/runs to demonstrate each of the above tasks, and will be assigned an overall mark by the Evaluation staff. Candidates must achieve “Meets Standard” or “Above Standard” marks in each task in order to pass the Level 3 Instructor course.

Marking Format: Technical (Riding) Component

Final Mark: Below Standard (Incomplete) Meets Standard (Complete) Above Standard (Complete)

B. TEACHING EVALUATIONS Candidates will be asked to teach one advanced skill improvement lesson of approximately 30-35 minutes in duration, geared towards an advanced-level student. The Evaluation staff will direct the lesson (terrain and number of students) and the teaching order of the group on the exam day.

Marking Format: Teaching Component

Final Mark: Below Standard (Incomplete) Meets Standard (Complete) Above Standard (Complete) C. INSTRUCTOR TRAINING EVALUATIONS Candidates will be asked to present a basic instructor training session, approximately 20 minutes in duration, geared towards new snowboard instructors. Candidates will be pre-assigned two portions to build the session: 1) a Practical Teaching Skill; 2) a QuickRide System phase. Session topics will be assigned approximately 20 minutes prior to the exam.

Marking Format: Instructor Training Component

Final Mark: Below Standard (Incomplete) Meets Standard (Complete) Above Standard (Complete)


RE-TEST EVALUATIONS

Candidates passing individual components (Teaching, Riding or Instructor Training) will never have to be re-tested for that component, and will retain that component for life.

Following completion of the Level 3 Course portion, candidates are qualified to attend the Level 3 Exams and there is no time limit to complete the exams. Candidates may re-take the Level 3 Course portion as many times as necessary while completing the certification process.

ASSESSMENT CRITERIA: Refer to marking form for specific criteria.

TEACHING ASSSESSMENT

Teaches advanced snowboarding skills in accordance with CASI technique and methodology.

Technical: - Skill-based (and skill component-based) lessons, applied to specific

manoeuvres or parts of the turn. - Identifies areas for improvement, and provides positive, relevant,

individual feedback to students to achieve advanced riding competencies in groomed, un-groomed and freestyle terrain.

- Tactics, drills and exercises should be relevant to student trial, and should help students improve.

Class Management: - Chooses terrain that is both suitable and safe. - Adapts lesson to changing terrain and environmental conditions. - Demonstrates safe-teaching practices at all times. - Paces the lesson to cater to advanced riders/students and encourages

mileage.

Communication & Demonstrations Skills: - Communicates effectively (provides clear explanations). - Communicates in a positive and enthusiastic manner. - Demonstrates a positive attitude and body language. - Relays complex ideas in a simply way. - Clearly demonstrates all relevant manoeuvres, and adapts technical

demos to skill level of students.

TECHNICAL (RIDING) SKILLS ASSESSMENT

Demonstrates refined advanced-level riding skills.

- Rides consistently on advanced terrain (groomed, un-groomed and freestyle terrain) at adequate speeds.

- Displays refinement of the three Basic Riding Competencies, in varied advanced terrain: Centred & Mobile Position, Turning the Board With the Lower Body & Balance Over the Working Edge.

- Displays a consolidation of the Advanced Riding Competencies: o Strength & Flow o Arc to Arc o Loading & Deflection o Steering Versatility

- Adjusts skills to provide technically sound demonstrations, which are easy to copy.

Specific Criteria: Groomed Terrain: Short & Long Radius Turns - Balances against the turning forces to create pressure in the board. - Regulates pressure and maintains snow contact through flexion and

extension movements.


- Adjusts movement to create sliding or carved turns, as required by terrain and speed.

- Uses lower body movements to lead turning effort in a variety of turn shapes and sizes.

- Links momentum between turns. - Controls and re-directs the snowboard.

Un-groomed Terrain: Short Radius Turns - Regulates pressure and maintains snow contact through flexion and

extension movements in bumpy terrain. - Chooses effective lines in varied terrain. - Adjusts body position to terrain and snow conditions. - Adjusts movements to terrain features. - Displays refined use of pressure control and steering skills.

Intermediate Sliding Turns (Forward & Switch Directions) - Clearly demonstrates Core Riding Competencies at an intermediate

riding level, in both directions (forward and switch). - Fluid, linked movements throughout. - Demonstrates a smooth transition from forward to switch. - Distributes pressure throughout turn to achieve roundness in turn

shape. - Demonstrates intermediate level board performance characteristics.

INSTRUCTOR TRAINING SKILLS ASSESSMENT

Teaching introductory instructor training sessions in accordance with CASI methodology and technique.

- Clearly establishes the goal(s) for the training session. - Introduces the session clearly and effectively. - Clearly distinguishes between roles of trainer & instructor. - Structures session in a logical format. - Uses questions as a tool in interacting with the group. - Provides realistic tactics and tool that instructors can apply in their

lessons.


MARKING SYSTEM

Marking Scale:

TEACHING SKILLS

Above Standard (Pass)

Meets Standard (Pass)

Below Standard (Incomplete)

Guest Service & Safety

Always chooses safe and suitable terrain for this student level and lesson topic. Always communicates in a positive and student-centred manner. Lesson is presented in a confident, enthusiastic manner and displays a creative approach to teaching this level of student.

Terrain is generally safe and suitable to this level of student or lesson topic. Lesson is generally presented in a positive and student-centred manner. Lesson is presented in a confident and / or enthusiastic manner consistently.

Chooses terrain that is either not safe, or un-suitable for this level of student or lesson topic. Lesson is not presented in a positive, student-centred manner. Lesson is not presented in a confident and / or enthusiastic manner.

Communication & Lesson Structure

Technical concepts are presented simply, and communication engages students positively. Instructor shows clear comfort with structuring a lesson for advanced students and adjusts or blends structure as needed to obtain results.

Effectively communicates (explanations are generally clear), and use a What, Why, How format. The lesson follows a clear and effective structure.

Does not effectively communicate (explanations are not clearly understood). The lesson is not presented in an effective building block, whole-part-whole, or guided discovery format.

Demonstrations

Demonstrations are presented clearly, and individually catered to student’s skill levels.

Technical skill demonstrations are adapted to skill level of students, and are clear and easy to copy.

Technical demos are not adapted to skill level of students, or are unclear or not easy to copy.

Analysis & Improvement

Feedback is individually focused and always clearly identifies the areas for improvement specific to each individual student in relation to the lesson goal. Feedback is always delivered positively and individually, without disruption of the flow of the lesson. Attention is always paid to how and why the chosen improvement will create change for the students.

Feedback consistently identifies the areas to be improved in relation to the lesson goal, communicated in a clear manner. Feedback is generally delivered in a positive manner, and includes reference to why the chosen improvement is important to the lesson goal or theme.

Feedback does not identify relevant areas for improvement, and lacks an individual focus. Feedback is not positive and/or relevant to student trial.

Technical Content

The instructor presents the technique-based portion of the lesson in an effective and new or creative way.

The instructor effectively presents the technique-based portion of the lesson (technical concepts are presented correctly and in a complete manner in relation to CASI methodology).

The instructor doesn’t effectively present the technique-based portion of the lesson (technical concepts are presented incorrectly or in an incomplete manner in relation to CASI methodology).


Marking Scale:

RIDING SKILLS




Groomed Terrain (Short & Long Turns)

Shows refinement in creation of pressure by balancing against turning forces (mass inside the arc). Board-snow contact through flexion/extension of lower joints as well as rebound/release is used as needed. Seamlessly adjusts movements to achieve sliding or carved turns. Variety of turn shapes and sizes (long and short) is demonstrated confidently. Carries momentum between turns, controlling and re-directing the snowboard to maximize board performance.

Creates pressure in the board by balancing against turning forces (mass inside the arc). Regulates pressure and maintains board-snow contact through flexion/extension of lower joints. Can adjust movements to achieve sliding or carved turns. Uses lower body to achieve a variety of turn shapes and sizes (long and short). Carries momentum between turns, controlling and re-directing the snowboard.

Does not create pressure in the board by balancing against turning forces (mass inside the arc). Fails to regulate pressure and maintain board-snow contact through flexion/extension of lower joints. Cannot adjust movements to achieve sliding or carved turns in relation to snow condition or slope. Does not use lower body effectively to achieve a variety of turn shapes and sizes (long to short). Momentum is not linked between turns, failing to control and re-direct the snowboard.

Un-Groomed Terrain (Short Turns)

Regulates pressure through refined flexion and extension movements in bumpy terrain. Chooses lines that amplify board performance in varied terrain. Adjusts body position to achieve strength, as terrain dictates. Adjusts movements to achieve flow, in relation to terrain features. Displays a refined and even varied use of pressure control and steering skills.

Regulates pressure and maintains board-snow contact through flexion and extension movements in bumpy terrain. Chooses effective lines in varied terrain. • Adjusts body position as terrain dictates. Adjusts movements to terrain features. Displays a consistently refined use of pressure control and steering skills.

Does not regulate pressure to maintain board-snow contact through flexion and extension movements in bumpy terrain. Chooses inefficient lines in varied terrain. Does not adjust body position as terrain dictates. Movements are not adjusted in relation to terrain features. Displays an inconsistent use of pressure control and steering skills in this terrain.

Intermediate Sliding Turns (Forward and Switch)

Always demonstrates Core Riding Competencies in both forward and switch directions. Movements are fluid. Transition from forward to switch is smooth. Distributes pressure effectively to establish round turn shape as slope or snow changes. Board performance clearly displays intermediate characteristics.

Demonstrates Core Riding Competencies in both forward and switch directions consistently. Movements are generally fluid. Transition from forward to switch is somewhat smooth. Distributes pressure effectively to establish round turn shape consistently. Board performance displays intermediate characteristics.

Does not demonstrate Basic Riding Competencies in both forward and switch directions. Movements are not fluid. Transition from forward to switch is not smooth. Does not distribute pressure effectively to establish round turn shape. Board performance is not catered to intermediate level (either too high or too low)


Marking Scale:

INSTRUCTOR TRAINING SKILLS




Phase 1: Session Introduction

Session goal is clearly established and revisited throughout introduction. Teaching skill is clearly introduced and explained thoroughly. Phase 2 is introduced clearly with a focus on defining the details of the demo lesson.

Session goals are established at the start of the session. Teaching skill is introduced clearly, if only briefly. Phase 2 is introduced and the demo lesson is clearly set up.

Session goal is not established, or is unclear. Teaching skill is not clearly introduced. Does not set-up phase 2 of session.

Phase 2: Demo Lesson

Terrain is appropriate and safe for chosen demo lesson and enhances the lesson outcome. Teaching is always safe. Explanations are very clear and presented in a positive manner. Lesson is structure in an effective or creative way. Demos are catered to “student” level, and are always visible and easy to copy. Feedback is demonstrated very effectively throughout the lesson, and is communicated positively. Lesson is always technically correct. Lesson clearly illustrates the chosen teaching skill and effectively enhances the group’s understanding of it.

Terrain is appropriate and safe for chosen demo lesson. Teaching is generally safe. Explanations are clear and presented in a positive manner. Lesson is structure in an effective way (progression or building block format). Demos are catered to “student” level, and are easy to copy. Feedback is demonstrated, and is clearly communicated positively. Lesson is generally technically correct. Lesson clearly illustrates the chosen teaching skill.

Terrain inappropriate or unsafe for chosen demo lesson. Teaching is unsafe. Explanations are unclear or not presented in a positive manner. Lesson is not structure in an effective way (progression or building block format). Demos are not catered to “student” level, or are not easy to copy. Feedback is not presented, or is not clearly communicated positively. Lesson is not technically correct. Lesson does not clearly illustrate the chosen teaching skill.

Phase 3: Session Conclusion

Reviews the session goals outlined at start of session very clearly. Specific, well thought-out questions are used effectively. Summarizes the session clearly and relates the new skills to participants own future lessons. Shows a mastery of role change between trainer/instructor.

Reviews the session goals outlined at start of session. Questions are used broadly, and are mostly effective. Summarizes the learning outcomes of the lesson/session. Clear role changes.

Does not review the session goals outlined at start. Questions are not used, or are not used effectively. Does not summarize the learning outcomes. Role changes are non-existent or unclear.


WORKSHOP:

INSTRUCTOR TRAINING REVIEW

References: CASI Reference Guide (pp. 129-132)

1. In your own words, describe the important points (“What & Why”) of each of the following Practical Teaching Skills:

Guest Service & Safety: ___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Communication & Lesson Structure: ___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Demonstrations: ___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Analysis & Improvement: ___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Technical Content: ___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

2. What are some ways to help new instructors to manage risk in their lessons?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________


3. What is an effective way to structure a lesson for new snowboarders? And why?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

4. What are some key considerations when demonstrating riding skills to students?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

5. What are some tips to help new instructors improve their ability to analyse their students’

riding?

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

6. When delivering feedback to students, list some useful things for new instructors to remember:

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

7. What are some goals for each stage of the basic instructor training session?

1: SESSION INTRODUCTION: Role: ___________________________

________________________________

________________________________

________________________________

________________________________

________________________________

2: DEMO LESSON: Role: __________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

3: SESSION CONCLUSION: Role: __________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________


WORKSHOP:

ADVANCED COMPETENCIES Reference: CASI Reference Guide (p. 52)

1. In your own words, describe the difference between skills and competencies:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

2. List the four Advanced Competencies, and provide a general definition for each:

A _________________________________________:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

B _________________________________________:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

C _________________________________________:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

D _________________________________________:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________


3. For each advanced competency below, list something you might observe in a rider that would demonstrate that competency is being accomplished:

Strength & Flow:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Arc to Arc:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Loading & Deflection:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Steering Versatility:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________


WORKSHOP:

ADVANCED SKILL DEVELOPMENT Reference: CASI Reference Guide (pp. 35 - 56)

1. How do the riding skills affect the riding competencies?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

2. The skill components provide a way to break the skills down into the specific parts, creating a more specific focus for your lessons. List the skill components below:

Position & Balance:

_______________________________________________________________________________

_______________________________________________________________________________

Pivot:

_______________________________________________________________________________

_______________________________________________________________________________

Edging:

_______________________________________________________________________________

_______________________________________________________________________________

Pressure:

_______________________________________________________________________________

_______________________________________________________________________________

Timing & Coordination:

_______________________________________________________________________________

_______________________________________________________________________________


3. Identify the major skills involved in down un-weighting, and describe their involvement:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

4. Describe a skill focus and teaching approach (skill goal, tactics, exercises, etc.) to assist a student to improve the following aspects of their riding:

IMPROVING CARVING

Skill (and component):

_______________________________

Approach:

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

SPINS ON JUMPS


_______________________________

Approach:

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

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RIDING BUMPS


_______________________________

Approach:

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

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LESSON PLANNING TOOL Use the following tool to help plan your lessons:

Name: Time:

Snow Conditions: Number of Students:

Student Level: Terrain:

Lesson Goal:

Skill Focus: __Position & Balance ___Pivot ___Edging ___Pressure ___Timing & Coordination

Skill Component & Skill Goal:

Method of Presentation: o Building Block o Whole-Part-Whole o Guided Disc.

Drills, Tactics, Exercises:

Analysis & Improvement (points to look for):

Questions:


INSTRUCTOR TRAINING: SESSION PLANNING TOOL Use the following tool to help plan your instructor training sessions:

Teaching Skill To Be Developed: QuickRide Phase:

q Guest Service & Safety

q Communication & Lesson Structure

q Demonstrations

q Analysis & Improvement

q Basics q Sliding q Control q Turning q Flow

1: Session Introduction: Key Points: (What, Why, Who, How, Where)

Establish demo lesson criteria:

q Student Type & Ability: _____________________________________________________________ q Terrain & Conditions: ______________________________________________________________ q Goal of the Lesson: _______________________________________________________________ q Teaching skill to be illustrated: _______________________________________________________

2: Demo Lesson: Explanation(s), Demonstration(s), Student Trial, Feedback

3: Session Conclusion: Review key points, and questions to ask.


TECHNICAL PRESENTATION:

INSTRUCTOR TRAINING GOALS FOR THE SESSION: ¨ Review the QuickRide System ¨ Introduce candidates to basic instructor training techniques. ¨ Discuss the Practical Teaching Skills and methods for developing them. ¨ Explore the 3-part session format and the roles of trainer vs. instructor.

1: THE PRACTICAL TEACHING SKILLS

GUEST SERVICE & SAFETY Safe and suitable teaching terrain: � Ability of the student � Learning stage (IACRCV) of

the student in relation to the skill/manoeuvre

Positive and student-centred environment: � Encouraging � Appropriate pace

Teaching is safe: � Controlled environment � Small steps � Anticipate safety concerns

ahead of time

COMMUNICATION & LESSON STRUCTURE

Communicates effectively: � Clear and concise explanations � What, Why, How explanations � Specific, achievable and measurable goals � Check for understanding

Effective lesson structure: � The Training Cycle (explanation,

demonstration, student trial, feedback) � Building Block method of presentation

DEMONSTRATIONS

Clearly demonstrate all relevant manoeuvres: � Appropriate riding level � Relates to explanations (do what you said you would do) � Repeat as needed � Demo is visible to all students

ANALYSIS & IMPROVEMENT

Recognize cause of student difficulty: � Proper vantage points (above, below, passing

by) � The Analysis Sequence of Events:

1. Establish Ideal 2. Compare Ideal to Trial 3. Decide on Tolerance (TTPPEE) 4. Formulate a plan for improvement

� Competency deficiency (effect) vs. skill deficiency (cause)…outcome vs. movements.

Provides positive and relevant feedback: � PTT Format (Positive, To, Try) � Highlight positives � Formulate skill based plan for improvement � Suggest tactic or specific movement � Words and phrases to avoid.


TECHNICAL CONTENT Effectively presents technical concepts:

� Competency/outcome focused � Skill based � Appropriate tactics/manoeuvres � Technically correct (CASI methodology)

2: THE 3-PART SESSION FORMAT

1. INTRODUCTION: - Introduce session and teaching

skill(s) to be developed. - Set-up Part 2 (identify demo

lesson criteria of student, terrain, lesson goal and teaching skill being highlighted).

2. DEMO LESSON: - Show an example lesson

highlighting the teaching skill(s) being developed.

- Example: Teaching QuickRide Step 1 (Basics), with a focus on Communication & Lesson Structure

3. SUMMARY / CONCLUSION: - Review the key points from the

intro, and demo lesson. - Use questions to solidify learning

and apply info to other teaching situations.

- Highlight key skills that instructors can use in future lessons.



ADVANCED COMPETENCIES GOALS FOR THE SESSION: ¨ Review the Core Competencies as they apply to novice / intermediate riding. ¨ Introduce the Advanced Competencies as outcomes of advanced riding skills in various all-

mountain terrain, including groomed, un-groomed, and freestyle terrain. ¨ Highlight the use of the Advanced Competencies in generating board performance. ¨ The Advanced Competencies create a tangible “filter” through which we can analyse our

students’ riding. Deficiencies in one or more of the competencies can be addressed through skill-development tactics.

COMPETENCY TEACHING / DISCUSSION POINTS

Strength & Flow Adopting a position of strength while maintaining agility is crucial to directing the body through the turn in a fluid manner.

q ‘Strong body position’, which allows the rider to resist the forces of the turn.

q Blending all riding skills to show fluidity and power. q Looking ahead to upcoming terrain features and planning line.

Arc To Arc Using the snowboard’s geometry creates forces in the turn. Round turns help direct those forces into the next turn, creating efficiency and performance.

q Edge grip above the fall line. q Linking turns by moving COM through neutral at edge change q Using sidecut to achieve an arc path of travel.

Loading & Deflection Establishing edge grip and resisting the forces of the turn creates bend in the board, which can be used to direct the rider across the slope and builds performance.

q Rider displays rhythm and rebound by releasing pressure into the next turn.

q Allowing the board to load with pressure, and using that pressure to accentuate board performance.

q Rider accelerates across the slope.

Steering Versatility Advanced riders are able to blend movements to allow the snowboard to slide or carve, or a range in between. Efficient steering movements create varied turn shapes and sizes.

q Selecting the appropriate amount of edge, pivot and pressure based on the intended outcome (sliding - carving).

q Increasing or decreasing edge angle to change turn size and shape.

q Using the skills of edge, pivot and pressure to manage speed (decrease or increase speed).



ADVANCED SKILL DEVELOPMENT

GOALS FOR THE SESSION: ¨ Explore methods for refining students’ all-mountain riding skills in groomed, un-groomed, and

freestyle terrain. ¨ Develop instructor’s ability to plan and execute effective advanced lessons. ¨ Introduce and explore the Guided Discovery method of presentation as a tool for advanced

lessons.

SKILLS SKILL COMPONENTS EXAMPLE TACTICS

Position & Balance

Stability Balance

Flatland manoeuvres Ollies / Nollies (flatland and jumps) Adjust COM (in turn, or in air)

Pivot

Rotation Counter-Rotation

Garland Exercise (within arc) Fish/Roller Coaster Turns Speed Checks / Boardslides Pow Slashes

Edging Inclination Angulation

Flat-base against bumps Edge platform at take-off (jumps) Spray Trees Drinks on Shoulders Grab Turns

Pressure

Passive Active

Down-Unweighting Progression Pump Turns Dolphin Turns Popping off jumps Absorption of landings

Timing & Coordination

Timing Coordination

Looking ahead (‘scanning’) Follow the leader Trees/SBX track Vary during / order of movements

TERRAIN-SPECIFIC TACTICS: The following tactics can be used in specific terrain environments…

BUMPS STEEPS POWDER TREES ICY SNOW Down un-weighting for absorption.

Passive and active absorption.

Double-ups.

Edge Change at top/apex of bump.

Medium or large radius turns, in bumpy terrain.

Use of tail pressure for speed control.

Lower COM (stability).

Down un-weighting for quicker edge change.

Mid-weighting (combo up and down un-weighting).

Upper/lower body separation / counter-rotation.

Spray snow to sides of turns.

Use border of groomed and powder snow to explore powder.

Down un-weighting to reduce “diving”.

Reduce edging – tilt or bank board.

Bounce on tail to explore aft pressure.

Powder slashes

Follow leader.

Look at gaps; not trees.

Turn above trees, turn below trees, turn around trees.

Vary speed and turn shapes.

Lower COM for stability.

Reduced edge angle – increase pivot.

Small movements over large movements.

Increased angulation.

CAND

IDAT

E EV

ALUA

TION

FOR

M: L

EVEL

3 IN

STRU

CTOR

/ FO

RMUL

AIRE

D’É

VALU

ATIO

N DU

CAN

DIDA

T - S

TAGE

DE

MON

ITEU

RS D

E NI

VEAU

3

1: T

EACH

ING

SKIL

LS / H

ABIL

ETÉS

D’E

NSEI

GNEM

ENT

:CO

MMEN

TS / C

OMME

NTAI

RES

: 2:

INST

RUCT

OR T

RAIN

ING

/ FOR

MATI

ON D

ES M

ONIT

EURS

GU

EST S

ERVI

CE &

SAF

ETY

/ SER

VICE

S À

LA C

LIEN

TÈLE

ET

SÉCU

RITÉ

: Sa

fe &

suita

ble te

rrain

/ Ter

rain

sécu

ritair

e et

adé

quat

Posit

ive, s

afe, a

nd st

uden

t-cen

tred l

earn

ing en

viron

ment

/ En

viron

nem

ent d

’appr

entis

sage

pos

itif, s

écur

itaire

et e

fficac

eCo

nfide

nt, ef

fectiv

e and

enthu

siasti

c lea

der /

Le

ader

confi

ant,

effic

ace

et e

ntho

usias

te

COMM

UNIC

ATIO

N &

LESS

ON S

TRUC

TURE

/ PR

ÉSEN

TATI

ON &

STR

UCTU

RE D

E LE

ÇON

: Co

mmun

icates

effec

tively

(clea

r exp

lanati

ons)

/ Co

mm

unica

tion

effic

ace

(exp

licat

ions c

laire

s)Ef

fectiv

e les

son s

tructu

re / S

tructu

re d

e leç

on e

fficac

e

DEMO

NSTR

ATIO

NS / D

ÉMON

STRA

TION

S :

Clea

r dem

os at

skill

level

of stu

dent

/ Dé

mon

strat

ions c

laire

s ada

ptée

s au

nivea

u d’h

abile

té d

es é

lèves

ANAL

YSIS

& IM

PROV

EMEN

T / A

NALY

SE E

T AMÉ

LIOR

ATIO

N :

Effec

tive a

nalys

is sk

ills / C

ompé

tenc

es e

fficac

es e

n an

alyse

Reco

gnize

s cau

ses o

f stud

ent d

ifficu

lty /

Reco

nnais

sanc

e de

s cau

ses d

e la

diffic

ulté

épro

uvée

par

les é

lèves

Prov

ides p

ositiv

e and

relev

ant fe

edba

ck to

stud

ents

/ Fe

edba

ck p

ositif

et p

ertin

ent o

ffert

aux é

lèves

Prov

ides s

imple

, acti

onab

le fee

dbac

k /

Offre

du

feed

back

sim

ple e

t pou

vant

faire

l’obje

t de

mes

ures

TECH

NICA

L CO

NTEN

T / C

ONTE

NU T

ECHN

IQUE

: Ef

fectiv

ely pr

esen

ts tec

hnica

l con

cepts

/ Co

mm

uniqu

e ef

ficac

emen

t con

cept

s tec

hniqu

es

PROF

ESSI

ONAL

ISM

/ PRO

FESS

IONN

ALIS

ME :

1. PE

OPLE

SKI

LLS

/ APT

ITUD

ES E

N RE

LATI

ONS

HUMA

INES

: Pe

rsona

ble, fu

n & po

sitive

/ Sym

path

ique,

drô

le et

pos

itifPr

esen

table

& pr

ofess

ional

in ap

pear

ance

/ Ap

pare

nce

prés

enta

ble e

t pro

fess

ionne

lle

2. IN

STRU

CTOR

TRA

ITS

/ ATT

RIBU

TS D

U MO

NITE

UR :

Cred

ible,

know

ledga

ble, p

repa

red /

Cré

dible,

com

péte

nt, p

répa

réDe

mons

trates

adap

tabilit

y & op

en to

feed

back

/ Fa

it pre

uve

d’ada

ptab

ilité

et e

st ou

vert

aux c

omm

enta

ires

INTR

ODUC

TION

/ INT

RODU

CTIO

N :

Sess

ion go

al / O

bjecti

f de l

a séa

nce

Introd

uces

Teac

hing S

kill /

Prés

ente

l’hab

ileté

d’ens

eigne

ment

Set-u

p dem

o les

son /

Pré

sente

la le

çon d

e dém

onstr

ation

DEMO

LES

SON

/ LEÇ

ON D

ÉMO

:Sa

fe &

suita

ble te

rrain

/ Ter

rain

sécu

ritaire

et ad

équa

t

Teac

hing i

s safe

/ Tea

ching

is sa

fe

Comm

unica

tes ef

fectiv

ely (c

lear e

xplan

ation

s) /

Comm

unica

tion e

fficac

e (ex

plica

tions

clair

es)

Effec

tive l

esso

n stru

cture

/ Stru

cture

de le

çon e

fficac

e

Clea

rly de

mons

trates

all re

levan

t man

oeuv

res /

Démo

nstra

tion c

laire

de to

utes l

es m

anœ

uvre

s per

tinen

tes

Reco

gnize

s cau

ses o

f stud

ent d

ifficu

lty /

Reco

nnais

sanc

e des

caus

es de

la di

fficult

é épr

ouvé

e par

les é

lèves

Prov

ides p

ositiv

e and

relev

ant fe

edba

ck to

stud

ents

/ Of

fre d’

un fe

edba

ck po

sitif p

ertin

ent a

ux él

èves

Effec

tive e

xamp

le of

assig

ned T

each

ing S

kill /

Exem

ple ef

ficac

e de l

’habil

eté

d’ens

eigne

ment

attrib

uée

CONC

LUSI

ON / C

ONCL

USIO

N :

Revie

ws se

ssion

goal

/ Rév

ision

de

l’obje

ctif

Effec

tively

uses

ques

tions

/ Utili

satio

n ef

ficac

e de

que

stion

s

Summ

arize

s outc

omes

/ Rés

umé

de la

résu

ltat

Clea

r role

chan

ges /

3: R

IDIN

G SK

ILLS

/ HAB

ILET

ÉS D

E SU

RF :

Mark

ing

Syst

em / S

ystè

me d

e not

atio

n :

A

bove

Sta

ndar

d / D

épas

se le

stan

dard

M

eets

Sta

ndar

d / R

espe

cte l

e sta

ndar

d

Belo

w St

anda

rd / N

e sat

isfait

pas

au st

anda

rdC

BA

CB

AC

BA

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

LARG

E TUR

NS / G

RAND

S VIR

AGES

CB

A

SHOR

T TUR

NS / C

OURT

S VIR

AGES

C

BA

SHOR

T TUR

NS (O

FF-P

ISTE)

/ COU

RTS V

IRAG

ES (H

ORS P

ISTE)

CB

A

INTE

RMED

IATE S

LIDIN

G TU

RNS /

VIRAG

ES G

LISSÉ

S INT

ERMÉ

DIAI

RES

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

CB

A

1: R

ESUL

T / R

ÉSUL

TATS

: C

BA

3: R

ESUL

T / R

ÉSUL

TATS

: C

BA

2: R

ESUL

T / R

ÉSUL

TATS

: C

BA

Nam

e / N

om :

____

____

____

____

____

____

____

____

____

___

___

____

____

_

Loca

tion

/ Lieu

: _

____

____

____

____

____

____

____

____

____

_ Dat

e : __

____

____

____

____

Evalu

ator

s / É

valu

ateu

rs :

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Teac

hing /

En

seign

emen

t :Ab

ove S

tanda

rd / D

épas

se le

stan

dard

Meets

Stan

dard

/ Res

pecte

le st

anda

rd

Below

Stan

dard

/ Ne s

atisfa

it pas

au st

anda

rd

RESU

LTS

/ ÉVA

LUAT

ION

: Ins

tructo

r Trai

ning /

Fo

rmati

on de

s mon

iteur

s :Ri

ding /

Su

rf :Ab

ove S

tanda

rd / D

épas

se le

stan

dard

Meets

Stan

dard

/ Res

pecte

le st

anda

rd

Below

Stan

dard

/ Ne s

atisfa

it pas

au st

anda

rd

Abov

e Stan

dard

/ Dép

asse

le st

anda

rdMe

ets St

anda

rd / R

espe

cte le

stan

dard

Be

low St

anda

rd / N

e sati

sfait p

as au

stan

dard

FINAL

/ FIN

ALE :

COM

PLET

E / C

OMPL

ET

I

NCOM

PLET

E / IN

COMP

LET

Mem

ber N

umbe

r /Nu

mér

o de

mem

bre :

CB

A

CB

A

CB

A

CB

A

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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____

____

____

____

____

____

____

____

____

____

____

____

____

____

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____

____

____

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____

____

____

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CANDIDATE COMM

ENT FORM: LEVEL 3 INSTRUCTOR / FORM

ULAIRE DE COMM

ENTAIRES - STAGE DE MONITEURS DE NIVEAU 3

TEACHING SKILLS / HABILETÉS D’ENSEIGNEMENT :

Name / Nom

: ____________________________________________________________________________ Member Num

ber / Numéro de m

embre : ____________________________

Location / Lieu : ___________________________________________________________________________________________ Date : ____________________________________ Evaluators / Évaluateurs : ________________________________________________ / ________________________________________________ / ________________________________________________

COMMENTS / COMMENTAIRES : COMMENTS / COMMENTAIRES :

COMMENTS / COMMENTAIRES :

INSTRUCTOR TRAINING / FORMATION DES MONITEURS :GUEST SERVICE & SAFETY / SERVICES À LA CLIENTÈLE ET SÉCURITÉ :

Safe & suitable terrain / Terrain sécuritaire et adéquatPositive, safe, and student-centred learning environment / Environnem

ent d’apprentissage positif, sécuritaire et efficaceConfident, effective and enthusiastic leader / Leader confiant, efficace et enthousiaste

COMMUNICATION & LESSON STRUCTURE / PRÉSENTATION & STRUCTURE DE LEÇON :

Communicates effectively (clear explanations) / Comm

unication efficace (explications claires)Effective lesson structure / Structure de leçon efficace

DEMONSTRATIONS / DÉMONSTRATIONS : Clear demos at skill level of student / Dém

onstrations claires adaptées au niveau d’habileté des élèves

ANALYSIS & IMPROVEMENT / ANALYSE ET AMÉLIORATION : Effective analysis skills / Com

pétences efficaces en analyse

Recognizes causes of student difficulty / Reconnaissance des causes de la difficulté éprouvée par les élèvesProvides positive and relevant feedback to students / Feedback positif et pertinent offert aux élèves

Provides simple, actionable feedback / Offre du feedback simple et pouvant faire

l’objet de mesures

TECHNICAL CONTENT / CONTENU TECHNIQUE : Effectively presents technical concepts / Com

munique efficacem

ent concepts techniques

1: INTRODUCTION / INTRODUCTION :Session goal / Objectif de la séanceIntroduces Teaching Skill / Présente l’habileté d’enseignementSet-up demo lesson / Présente la leçon de démonstration

2: DEMO LESSON / LEÇON DÉMO :

Safe & suitable terrain / Terrain sécuritaire et adéquatTeaching is safe / Teaching is safeCommunicates effectively (clear explanations) / Communication efficace (explications claires)Effective lesson structure / Structure de leçon efficaceClearly demonstrates all relevant manoeuvres / Démonstration claire de toutes les manœ

uvres pertinentes

Recognizes causes of student difficulty / Reconnaissance des causes de la difficulté éprouvée par les élèves

Provides positive and relevant feedback to students / Offre d’un feedback positif pertinent aux élèves

Effective example of assigned Teaching Skill / Exemple efficace de l’habileté d’enseignement attribuée

3: CONCLUSION / CONCLUSION :Reviews session goal / Révision de l’objectif Effectively uses questions / Utilisation efficace de questionsSummarizes outcomes / Résum

é de la résultat

Clear role changes / Établissement d'un changem

ent de rôle clair (le cas échéant)

RIDING SKILLS / HABILETÉS DE SURF :LARGE TURNS / GRANDS VIRAGES

SHORT TURNS / COURTS VIRAGES

SHORT TURNS (OFF-PISTE) / COURTS VIRAGES (HORS PISTE)

INTERMEDIATE SLIDING TURNS / VIRAGES GLISSÉS INTERMÉDIAIRES

PROFESSIONALISM / PROFESSIONNALISME :1. PEOPLE SKILLS / APTITUDES EN RELATIONS HUMAINES :

Personable, fun & positive / Sympathique, drôle et positif

Presentable & professional in appearance / Apparence présentable et professionnelle

2. INSTRUCTOR TRAITS / ATTRIBUTS DU MONITEUR : Credible, knowledgable, prepared / Crédible, com

pétent, préparéDemonstrates adaptability & open to feedback / Fait preuve d’adaptabilité et est ouvert aux com

mentaires

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DAILY NOTES AND FEEDBACK

DAY 1:

POSITIVE ELEMENTS: ___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

ELEMENTS TO IMPROVE: ___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

DAY 2: POSITIVE ELEMENTS:

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

ELEMENTS TO IMPROVE:

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________


___________________________________________

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NOTES:

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NOTES:

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WHAT’S NEXT?

We would like to thank you sincerely for taking the time to attend the Level 3 course and/or exams.

Once you have completed the Level 3 course portion, you are qualified to attend the exams.

Following the exams, you will retain any components that you have passed during the exams for life (Teaching, Riding or Instructor Training). There is no time limit to complete the remaining components of the Level 3 certification, and you may re-take the course portion as needed to ensure that you are successful at the exams.

If you’ve successfully completed the Level 3 Instructor certification...

Congratulations! On behalf the Canadian Association of Snowboard Instructors, we’d like to congratulate you on your completion of the Level 3 instructor certification.

As a new Level 3 instructor, you have many new opportunities, but also many new responsibilities. You are a role model - it’s up to you to help preserve the respect that CASI instructors enjoy in the snow sports industry.

Don’t stop here! Start looking towards your Level 4 Certification, or get involved as a CASI Evaluator by attending Evaluator Training early next season. Experience and training are the keys to helping you prepare for that next step!

For schedule and program information, check out www.casi-acms.com.

All the best!

Jeff Chandler Director of Education & Programs

level 3 course guide 2019-en - canadian association of ... 3 course... · level 3 course guide...

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