Introduction to Snowsports Instructing SB Manual

ABERDEEN SNOWSPORTS CENTRE

INTRODUCTION TO SNOWSPORTS INSTRUCTION COURSE SNOWBOARD

Course Notes Snowboard Notes Autumn 2013 Spring 2014 1

About the course and manual 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.

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The Central Theme The central theme is an evolving series of maneuvers that is designed to help people learn to snowboard in a natural, progressive and simple way. It is not a complete lesson-plan, but rather a simple technical model for students around which lessons can be designed.

The Central Theme is only one of many possible routes from first steps up to solid linked turns. Its whole purpose is to give less experienced teachers a clear and effective framework from which to work. As teachers gain knowledge and experience, they can move outside the boundaries of the Central Theme to cope with a wider variety of client needs and teaching environments.

Ultimately, every route that is taken from straight running to linked standard turns should give riders a sound and enjoyable foundation to their snowboarding. It should provide them with a full repertoire of movements along with the awareness and understanding to apply them skillfully.

The purpose of the Central Theme is:

 To help teach clients, from their first time on a board to solid linked turns  To develop the fundamental elements of snowboarding in a versatile way  To progressively build skills, where each new movement builds on those previously learned  To prepare the client to “ r ide the whole mountain ”

Initially, the Central Theme is presented simply as an outline framework for taking learners up to standard turns. It does not describe the exercises and activities that might be used en route, nor does it deal with the ways in which the framework might be changed to accommodate specific available conditions or terrain.

In what follows, the descriptions of the maneuvers can be thought of as a series of ‘ snap shots ’ of points throughout the snowboarder ’ s development. The learning process itself has a much more gradual, evolving character. Rather than the crude set of steps described below, the learning process is best thought of as a continuum; the Central Theme Progression simply selects some of the major stages along that continuum, and identifies the key technical points that are involved at these stages.

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The Central Theme Progression The overall route mapped out by the central theme is as follows:

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.

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Introductory Activities Here, the objective is for learners to become familiar with the equipment and to develop coordinated movements on their board They learn activities such as getting the board on and off, scooting and turning on the flat, and climbing on gentle gradients.

Fundamentals - Movements, Balance

Straight Running In this section the main objectives are the development of good posture and balance. The snowboarder needs to be:

 Balanced over the centre of both feet  Centre of mass inside base of support when straight running  Using all joints when moving in the vertical plane balancing over the feet  Relaxed stance with the arms just clearing the top of the thighs  Looking ahead with a horizontal eye line NB It should be noted that at this time, control of speed comes from the instructor ’ s careful choice of terrain Adopt a ready, responsive position over the middle of the board.

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Side Slipping After developing a good posture and balance, the next challenge for the riders is to learn to control their speed with a sideslip. This will enable them to control the speed of descent, and learn the braking action on toe and heel side.

NB: it should be noted that control of speed now comes from a combination of careful choice of terrain and a comfortable sideslip that promotes sound balance and posture.

Diagonal Side Slipping We can now introduce weight shift along the length of the board ( fore or aft pressure ) .

From the existing side slip, weight is shifted towards the nose of the board ( fore ) . This movement is enough to cause the board to drift in the weighted direction.

This exercise must be practiced in both directions ( fore & aft ) , as well as on both edges, heel/toe.

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Falling leaf Continuing on from the diagonal side slip, using weight shift, feel that the grip under the weighted foot is released, torsionally bending the board.

The board will begin to move fast and start to leave more of a curved track. From a side slip move to a diagonal side slip, reduce the edge angle under the weighted foot and the board will steer slightly downhill to get to the fall line. The back foot will copy the front after a small delay.

To turn back across the hill and stop you must increase the edge angle under the weighted foot followed by the rear foot, returning back to home base / neutral stance

Garlands These exercises are a directional variation of falling leaf. The purpose is to practise all the elements learned so far, but to also focus on the pedalling. Garlands allow the pupil to get progressively closer to the fall line which then leaves the door open for Basic turns

NB: Due to limitations of slope width here at the dryslope and slope steepness or lack thereof this exercise is more often replaced by T-turns and J – Turns in real -time teaching ( explained on following page ) .

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Additional steering exercises T turns The T turns are used to introduce steering into the fall line from a diagonal sideslip. Here the skills learnt from the falling leaf ( releasing the edge grip ) are used to slowly steer the board around an arc into the fall line. This replicates the first part of a basic turn.

J turns The J turn is used to learn how to steer from the fall line to a controlled stop or side slip. Steering the board around the bottom of the arc and increasing the edge grip. This replicates the end of a basic turn.

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Basic turns Your pupil now has the basic skills necessary to attempt a full turn. Through use of garlands and falling leaf / t-turns and J-turns they have experienced the feeling of initiating and completing turns. What they need now is the missing component, - an edge change. They will finish their turn facing the opposite direction to the one they started As practised in garlands / turns allow the board to travel into the fall line. Once in the fall line slowly allow the body to cross over the board to engage the new edge, to complete the turn flex back to a centred stance to stay balanced over your board.

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Standard Turns As in the previous exercise, basic turns, we ended up in a side slip to control our speed ( sideways motion ) . Therefore because the board is slipping sideways it is not possible to change edge early. Now the aim is to try and travel across the hill at the end of the turn with the board moving along its length. ( F orward motion ) enabling us to change edge safely and earlier in the turn.

Pupils will need plenty of width so that they can travel across the hill at the end of a turn. A consistent slope will help and a little more speed will enable balancing.

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The Principles of snowsports teaching On the surface, it seems fairly obvious that a teacher ’ s prime goal is to insure that their pupils learn to improve. In a recreational snowsports environment however, two other factors have an even higher priority: safety and enjoyment. The principle is summarized by the acronym SEL: Safety, Enjoyment, and Learning.

In other words, even if it means reducing enjoyment or slowing down the learning process, the teacher ’ s first priority must always be to ensure the safety of their pupils. Then, provided that everyone ’ s safety has been assured, it is preferable that the class has lots of fun and learns a little, rather than that they learn a lot and have a miserable time.

The key areas of knowledge, which underpin SEL, are:

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Introduction to teaching In order to be a skilful instructor there are several key attributes that need to be in place. Teachers need to understand their subject, they need to be in full command of safety considerations and they need to be able to deliver what they understand in an effective way.

Understanding Performance Performance Analysis is one of the most important skills we can have as an instructor. It is the essential link between our understanding of all aspects of performance and the content delivered in our teaching sessions. If we are not able to analyse performance accurately then our knowledge is useless and our delivery misses the chance to improve performance. Performance analysis is not just about finding out what is wrong with a performance, but also finding an effective way to improve it.

This section sets out a model for performance analysis which gives instructors a framework to operate.

The goal is to have a system which makes our teaching as effective as it can be. The model shown here is a simple format for less experienced instructors who need to get the basics in place. A more expanded version is explained in the BASI manual if you wish further reading.

A simple model for performance analysis - TIED 

Task - Setting and Performing the task



Information - Gathering Information



Evaluate - Evaluate Performance



Develop - Making Decisions and interventions to allow the performer to develop

Task - The task must be clear to the performer as it is to the instructor. The task may be part of a larger goal but the only thing the instructor should be focussing on is the current task in the current context.

Information - As long as the task is clear then the instructor and/or learner can gather information on the performance. This part of the learning process the emphasis is on noticing things and becoming aware of what is happening; not about making judgements on quality or effectiveness.

Evaluation - We compare the performance to a template of how we would like the performance to be and thus establish if there is anything missing or if there is anything wrong with the performance compared to the expected or desired performance.

We can ask ourselves; What would I change in the performance if I could? And Why is the performance not as we would like it?

Develop - The develop stage is where the instructor and learner agree on how they are going to achieve the desired performance of the same task or if it is necessary to try a different task.

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TIED model and learning Several learning activities are vital to enable effective learning.

The performance analysis model

( T IED ) used in the Teaching section highlights four sets of activities necessary to develop performance: 

A task is set and attempted



The instructor and perhaps also the learner collect information about the performance.



This information is then evaluated and analysed.



From this, further developmental steps are decided, and the next task may be suggested.

This same concept can be applied to the learning process itself. For example: 

Imagine having a go at a skiing task



Whilst skiing you collect information about your performance.



At some point you reflect on this information and evaluate what happened.



To develop further, you decide to do a few runs on easier terrain so you can really focus.

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Learning It is important to establish a basic understanding that learners `learn` in different ways. Substantial research over the past fifty years has led to some very complex categorization of learners. The philosophy and background to these can be very interesting if you are so inclined.

Life would be simple if everyone learned the same way. However the differences in learning styles make instructing very interesting. Learners tend to fall into 6 categories, those who learn best as; Watchers

who work best with demonstrations, pictures and visual imagery

Thinkers

those who need technical explanation and descriptions

Feelers

who work best with information on what it should feel like

Listeners

who use sound and rhythm to aid learning

Doers Martians

who just want to get on with it the `space cadet` who appears not to fit any of the above but is clearly learning

Joking aside, the task we have as instructors is to present our lessons in such a way that there is something for everyone. On top of this, it is accepted that, on average, the maximum serious attention span for any particular approach to teaching is about 20 minutes. Are you ready to become a `more effective` instructor?

To be a `more effective` instructor all you have to do is accept the two facts outline above and be prepared to do something about it.

By varying our approach to instructing we are likely to accommodate the majority of learner types and keep the learners attention. Thinking this way, we can start to view our lesson as a series of `episodes` within one lesson. Each episode might have a particular approach or style of presentation.

Like many things in many sports `teaching styles` are as complex as we make them.

This course is also about simplifying complex `teaching styles` Research has shown that people learn…………………………

5% From a Lecture 10% From Reading 20% From Visual Aids 30% From Demonstration 50% By Discussion 75% By Experience 90% By teaching 15

Delivery To deliver sound teaching sessions that are enjoyable and where progress is made quickly and safely, ski teachers require a blend of knowledge and understanding, as well as the practical skills of planning and delivering. At the same time attention must also be given to all the other factors that affect the potential for learning. Delivery is about what happens during our teaching sessions.

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.

Here are some, try to think of more and which our within our control. 

The weather conditions



Learners familiarity with the dryslope environment



The group dynamics



Level of challenge in the sessions



How engaged and cared for the clients feel



Our communication skills



How we deliver feedback



Our choice of teaching styles and delivery



How able we are to read our clients 16

Preview sheet: conducting a teaching session Getting the learners ready Welcome and introductions Have a friendly and cheerful disposition Learn names and help learners to feel comfortable Check clothing and equipment Highlight safety points Prepare physically and mentally Clarify the needs of the learners Clarify aims and outcomes of the session Refer to FIS Code of Conduct

Improving performance Give clear and accurate directions, explanations and demonstrations Ensure maximum useful learner activity Provide opportunities for learners to ask questions Maintain a safe and enjoyable learning environment Check the learners understanding Observe and analyse the learners ’ performance Identify strengths and areas for change Provide useful and accurate feedback Refer to FIS Code of Conduct

Bringing the session to a close Round off the activity at an appropriate point Provide a summary of what was done and achieved Give learners the chance to provide you with feedback on what they achieved Enquire into the learners’ future needs Advise learners of preparation required before their next session Supervise learners ’ departure from the learning environment Clear up and put away any equipment and clothing Leave the environment as found Refer to FIS Code of Conduct

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Performance Indicators for the Central Theme In order to Evaluate the Task, Key elements for Posture, balance and Pressure Control are shown below.

Central theme

Straight Running

Side Slipping

Diagonal Side Slip

Falling Leaf

Some Key Elements Posture;

Balance;

-Rounded back

-Horizontal eye-line

-Even flex at joints

-Hand and arm carriage

Flexion and extension of

Active balancing /

Flexed stance to aid

legs to allow board tilt.

stacked over edge

recovery.

Weight shift

Active balancing /

Weight supported

stacked over edge

through heels/toes

Torsional flex of the

Stretch and settle

board

( r ecover )

Active stretching and

Active stretch to

Control of pressure

bending with

introduce early turning

build up

independent foot

pressure, active bend to

movements

gain grip.

Rotation – rotate front

Maintain posture and

Gain awareness of

foot in desired direction

awareness of line of

pressure and grip

of travel

travel

Shifting centre of mass

Maintain posture and

Bending and stretching

from one edge to the

awareness of line of

movements with

other.

travel

independent foot

Independent use of feet Leg rotation

Garlands

J - Turns C -Turns

Support through the whole foot.

movements

Basic Turns Standard Turns

Active stretch at start of

Maintain posture and

Awareness of mass

the turn to provide early

awareness of line of

crossover

support and balance

travel

Active stretching and

Earlier movement of

Allow body to cross

bending with

mass ( before the fall-

over to match the

independent foot

line )

speed of descent

Adaptive dynamic

Rhythm and

movements

co-ordination

movements Variations in line of travel And Beyond……..

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Performance Indicators explained and common faults Horizontal eye line Head level. Boarder can read terrain more accurately.

Many snowboarders tilt their head from side to side as they turn; this disrupts balance especially in poor visibility, and makes accurate judgement of speed, line and slope angle more difficult.

The Balance Organs of the inner ear can also function more effectively when the head is kept stable.

Flexed joints By having the ankles, knees and hips partially flexed (bent) and the spine gently rounded, the snowboarder is ready both to push against the snow and to absorb bumps and pressure build up.

Balanced over centre of both feet

Many snowboarders stand with their legs to straight or with an upright back. This disrupts balance, and makes it harder to absorb bumps and respond to variations in the snow and terrain.

In the basic stance (on flat or straight running) the weight should be centred between both feet. When edging, braking and turning, the weight is supported by the toes or heels depending on which edge is uphill or inside of the turn.

Many snowboarders stand with more weight on one foot than an other, most commonly with more weight towards their back foot, this causes difficulty initiating turns, as there needs to be a weight shift towards the front foot and will often lead to novice riders losing control early in the turn.

Body should be ‘stacked.’

Centre of Mass inside base of support when straight running (or standing stationary)

Many snowboarders ride with their body to straight and lean excessively through turns. This causes the centre of mass too be to far away from the feet and can result in loss of balance.

The centre of mass stays directly over the riders base of support (which is the snowboard) when turning the centre of mass moves inside the path of the board.

Arms away from the body Balancing is aided by having arms relaxed and just clearing the top of the thighs. When off balance arms can be used to regain balance.

Many snowboarders hold their arms in an unnatural or uncomfortable position, this can lead to muscles in the upper body being tense and to the upper body being out of line with the legs and board.

Lower back rounded By gently pulling in with the stomach muscles, the lower back becomes rounded, allowing the spine as well as the legs to absorb bumps and undulations.

Many snowboarders stand with a stiff or hollow lower back. This disrupts balance, and inhibits the action of the large muscle groups that connect the legs to the pelvis.

In addition, a hollow lower back restricts the body’s ability to absorb variations in pressure against the snowboard, and can ultimately cause wear and tear to the spine.

This is also sometimes described as ‘pelvic tilt’- lifting the pelvis up at the front . With the pelvis in this orientation, the leg muscles can also work more effectively.

Torso- neutral between both feet A point midway between the front foot angle and the back foot angle.

Many snowboarders twist their upper body, which can cause uneven weight distribution along the board and inefficient control of rotation. Twisting can also cause damage to the spine and joints in the leg.

By keeping the upper body in this position the whole body can keep in good anatomical alignment that allows natural flexing through all joints.

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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

LEARNING PHASE

RATING SCALES

0 I Don ’ t know

Early awareness

1

You need to become more aware of

I think I understand but….

this element.

Late awareness

2

This element is beginning to appear in

AHA! I get it….

your performance but still requires some awareness development

Early Practice/Development

3

Are beginning t use this element but

I can ’ t feel it, is this Ok?

the movements are not properly organised and require more practice Late Practice Development

4

The element is used in your perform-

It works OK as long as I think about it

ance but not with consistency and versatility, you are still in the practice

Early Acquired

5

The element is used in your perform-

I don ’ t have to think about it

ance with consistency and versatility Late Acquired

6

The element is autonomous and used

I can trust it even when the going gets tough

with creativity

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The FIS Code of Conduct for Skiers and Snowboarders 1.

Respect for Others

A snowsports users must behave in such a way that he does not endanger or prejudice others.

2.

Control of Speed and direction

A snowboarder must ride in control. He must adapt his speed and manner of riding to his personal ability and to the prevailing conditions of terrain, snow and weather, as well as to the density of traffic.

3.

Choice of Route

A snowboarder coming from behind must choose his route in such a way that he does not endanger those ahead.

4.

Overtaking

A snowboarder may overtake another snowboarder above or below and to the right or to the left provided that he leaves enough space for the overtaken person to make any voluntary or involuntary movement.

5.

Entering and Starting

A snowboarder entering a marked run or starting again after stopping must look up and down the run to make sure that he can do so without endangering himself or others.

6.

Stopping on the Piste

Unless absolutely necessary, a snowboarder must avoid stopping on the piste in narrow places or where visibility is restricted. After a fall in such a place, a snowboarder must move clear of the piste as soon as possible.

7.

Climbing and descending on foot

Both a snowboarder climbing or descending on foot must keep to the side of the piste.

8.

Respects for Signs and Markings

A snowboarder must respect all signs and markings.

9.

Assistance

At accidents, every skier is duty-bound to assist.

10.

Identification

Every skier/snowboarder and witness, whether a responsible ( guilty ) party or not, must exchange names and addresses following an accident.

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