PSIA-RM-AASI WINTER 2013

THE JOURNAL OF THE ROCKY MOUNTAIN PROFESSIONAL SKI AND SNOWBOARD INSTRUCTOR

WINTER 2013

Rocky Mountain Board Representatives Joel Munn, President, Front Range Rick Hinckley, Vice President, Southern District Rick Rodd, Secretary, Member at LargE Fred Rumford, Southern District Donnie Mechalke, Front Range Joe Webster, Western Slope Jane Tarlow, Front Range Tiffany Truitt, Western Slope Robert Lemley, Member at Large Rick Rodd, Member at Large Robin May, Southern District Jason Hartmann, Western Slope PSIA/AASI Representative Peter Donahue COMMITTEE CHAIRS: Kirsten Atkins – Adaptive Chair Jonathan Ballou – Alpine Chair Dusty Dyar – Children’s Chair Patti Banks – Nordic Chair Michael Blanton – Snowboard Chair Jack Sciacca – Member School Chair

Joel Munn, RM President Interview with Dave Schuiling, Director of Education

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had the opportunity to sit down with President Joel Munn to discuss current affairs in the Rocky Mountain division. As a member of the administration team I am privy to the discussions surrounding our negotiations with ASEA (aka National) and we both agreed it was important to update the membership on this topic.

As President, how do you see the current state of the Rocky Mountain Division?

Joel: Rocky Mountain (RM) is financially healthy, continues to be an innovative leader, and is evolving culturally. We continue to grow based on a history we should all be very proud of. I am humbled when I think how far we’ve come as an organization and leader in snow sports education. RM is 62 years old and we have always made significant contributions to the reputation of PSIA-AASI as an Education and Verification (Certification) organization. Our Board respects and recognizes this heritage. They have made a huge commitment to our administrative group and volunteer leadership with several key initiatives in the last few years. When the endowment fund goal of $500,000 was attained, they subsequently expanded our scholarship programs significantly. Additionally, after almost 60 years of renting, they invested in our membership and division by purchasing a home office in Steamboat Springs. In an effort to support our staff and continue to strive for consistency of our products, the RM Board of Directors supported an employment status change for our Ed. Staff from independent contractors to employees. This change has allowed us to invest in and support our human resources. We believe one result of this change has been a visible improvement in the ‘guest friendly” environment within our programs. Evolving and maintaining this culture within the people who deliver our products is critical to RM’s success, now and in the future. I’m happy to say that all of the assets and resources we have are stable and healthy.

DAVE:

a logo use agreement, there are no formal written contracts which define our working relationships as independent yet cooperative business entities. There are 9 different regional PSIA associations (divisions) as well as the American Snowsports Education Association (ASEA); the office in Lakewood, CO. Because federal law states Board members cannot have a fiduciary responsibility to separate non-profit corporations, the assumed governance between all these groups has changed significantly. “National Reps” historically appointed by divisional boards to serve on the ASEA Board now have sole fiduciary responsibility to the ASEA. This may at times be in conflict with financial, administrative, and operational issues which at times even affect the goals and vision of individual divisions. The “National Rep” position which existed for years is no longer valid. That person represents ASEA members from a particular geographic area but does not represent the business entity of that region.

As an example: Divisional and ASEA dues are individually established, yet collectively collected. Subsequently, these revenues are credited to the respective division and to the ASEA. The $11 increase to the ASEA dues approved unanimously by the ASEA Board of Directors in June of 2011 caught many of us by surprise. This action made it very clear the ASEA Board must vote to protect its own financial stability. Ironically, and perhaps fortunately, the impact of this dues increase made it very clear to leadership that we have a fundamental lack of structure among the 10 PSIA-AASI entities.

There’s been lots of talk about our national organizational structure over the last year and a half. Please give our membership an update on the progress of these discussions.

Joel: The reality of our current situation is that we do not by definition have a “national” entity. Although hard to fathom, other than 2

Certification Exams are tested in reference to a National Standard. What does it mean to have a National Standard and how do the divisions maintain consistency with the National Standards?

Joel: A National Standard is beneficial to both members and member schools in many ways. As discussed above, the National Standards are born and evolved at the divisional Dave:

Many members inquire “where do my membership dues go?” or “why do I have to join both Rocky Mountain and the ASEA?”, “is it required?” “What are the benefits of joining both organizations?” As a board member how would you best answer these questions?

Joel: These questions have been asked for decades. Most members can clearly define Dave:

Dave:

what their individual divisions do for them in terms of education and certification. It is very apparent the divisions provide relevant events, curriculum and promoting of their credentials with the member schools. Members call the divisional offices on issues regarding their professional credentials and constantly inquire about the professional development necessary to further their careers. The divisions provide the products and set the standards for teaching, technical knowledge and on mountain performance. The divisions award the pins proudly worn by instructors across the country. The ASEA is a “service center” for pros nationwide. They market the profession, represent it both nationally and internationally, provide an infrastructure for tracking educational credits and certification credentials, deal with nationwide sponsorship programs, compile and publish educational materials, and we would hope, “house” the National Standards as well as the (Properties)…the logos, marks and intellectual properties. As for membership in both organizations, this became mandatory in 1970, eight years after what was then known as PSIA. There are no documents I’ve seen to explain this. I can only assume it was done to provide them with sufficient funds to perform their role as a service organization which was their intended role. Additionally, the ASEA Board adopted, perhaps questionably, a by-law change a number of years ago which required members of a division to be members of the ASEA. These two latter points are issues which are presently part of our negotiations with the ASEA. It essentially comes down to ownership of the Properties. Who should have ownership, authority and is responsible for maintaining the consistency and quality of these Properties. Should it be solely the ASEA or all 10 collectively?

PSIA-RM-AASI WINTER 2013

level. The simple fact is that the divisions set standards, educate to them, and validate this education on a consistent and ongoing basis.

At the same time, the National Standards must be voted on and subsequently approved by the ASEA Board each June. Since the divisions are directly responsible for the creation, validation and ongoing maintenance of the standards, the validity of this process is questionable.

This relates once again, and calls into question, the fact that there is no current governance to allow “one to one,” nor, as we suggest, “proportional” divisional representation to the voting entity which ratifies the standards.

Joel: As I’ve mentioned, we are 10 parts with no legally defined whole. Each of our 10 companies has different cultures, membership numbers, needs, and resort demands. All 10 conduct their affairs using trademarks, logos, and intellectual properties (Properties) which were developed primarily through the divisions, for collective use nationally. Under the understanding of the old governance structure, the ASEA has copyrighted these Properties and calls them the ASEA Properties.

Unfortunately during our present negotiations the ASEA has used their ownership of the Properties in an attempt to leverage us into signing an agreement we do not agree with.

The agreement they propose is, in essence, a franchise structure. It would give the ASEA ultimate control of many decisions. As an independent business we have assets which must be protected. Additionally, we have clear responsibilities to our specific members. We cannot have one company leveraging another in this manner and we cannot pass the responsibility of protecting RM over to another entity. It is because of these issues we in RM believe we must share a common ownership of the Properties. The concept we have proposed, in our opinion, allows for a partnership with the ASEA as well as the other regions, and ultimately enables us to collectively form a national entity with legal and binding governance.

If an affiliation agreement is on the table, why would RM or any other division oppose signing it?

Joel: Well, as I mentioned above, the agreement proposed is a franchise type structure.

Because the ASEA at present owns the Properties, they claim ultimate decision making authority relative to those Properties. If we were to agree to the ASEA draft, RM would Dave:

be under the control of the ASEA. They claim they have no desire to control yet we cannot sign anything which would allow use of the leverage of ownership of the Properties now or in the future. It is important to know we are not alone in this position. There are at least 3 other divisions who have stated unequivocally that they have no intention of being a franchise. Over the past few months, the ASEA and their attorney have stated clearly that the divisions in their opinion are affiliates of the ASEA. This is both legally and historically inaccurate and we adamantly disagree. Since 1962 to the present day RM has always wanted an affiliation with the ASEA and other regional companies. We never have been and at continue to have absolutely no interest in being an affiliate of the ASEA. As the president of Rocky Mountain what is your number one priority? What does the membership gain from the potential fierce negotiations that lie ahead?

Joel: I would emphasize first of all that what we are trying to accomplish is a real national entity which would bring strength and quality to the recognition of our profession. It would also create the stability our organizations have desired since our beginnings. Relative to RM, our Board and I are dedicated to maintaining the autonomy our business needs in order to sustain growth and maintain the evolution of Rocky Mountain financially and culturally.

The membership gains from a strong national and divisional structure which allows this to happen. I would hope we can get this done very soon.

As we move forward, if I remain as President of RM, I hope our Board will initiate a relationship with a nationally recognized charity. As a non-profit company and as professionals who are devoted to helping people, I’d like to see RM members and member schools dedicate themselves to raising $1 million to this charity. Personally, I think the road this would take us on as individuals and professionals would help all of us realize we are part of a greater whole, that we have a responsibility to our guests and communities, and would move our culture of caring for others to a new level. In the end, we would earn the greater respect we want for our organization and be able to take greater pride in our profession and ultimately exemplify what we believe in as snowsports professionals.

Dave:

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WINTER 2013 PSIA-RM-AASI 3

If you always do what you have always done, you will always get what you have always gotten…

By Executive Director Dana Forbes

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fter years of back problems sending me to Chiropractors, Acupuncture, Rolfing, Prolo therapy and pain killers, I went to the physical therapist for the first time in my life yesterday. I had been feeling goodthat is until I moved a 400 lb. C-channel while building my house this fall, which caused a herniated disk in my back. The bulging disk was far more painful than childbirth!

The orthopedic prescribed a plethora of meds followed by physical therapy. Believe it or not I was actually pretty excited at the opportunity to have a physical therapist tell me what I should and should not do. I had just finished setting up my workout room the night before in hopes she would give me a regimen to get back in shape.

At the appointment, she basically told me all the things I could not do. Simply put, I am not allowed to bend over, let alone do an insanity workout! This means I can’t tie my shoes or buckle my boots the way I usually do. I can’t stretch my hamstrings by simply touching my toes. And worst of all, I can’t pick up anything off the floor! I am sure the look on my face said it all, because when she was done with her spiel, she simply said “it’s up to you, if you want to get better you have to change, you can’t keep moving and doing the things you have been for all these years”.

I ran in to an instructor friend of mine the 4

other day and he asked how my lesson was the previous day. I told him it was great. It was a client I have skied with regularly for the last 5 years-she was like family. He then admitted he only had a couple of return lessons in the whole 6 years he had been teaching. Now, I know this guy­—he is a strong skier and a pretty good teacher, so I asked him what he does differently now than he did 6 years ago when he began teaching. For example…did he start and end his lesson differently? Did he exchange contact information with his clients? Did he give them a business card? Did he send them a postcard over the summer inviting them back for a lesson? Did he have a website where he could post photos and video of the lesson and even give additional ski tips to his clients? He simply looked at me and said, “No I don’t do any of that, or anything different for that matter”. I just smiled and said, “If you always do what you have always done, you will always get what you have always gotten”…

A few weeks we were busy in the office sending out communications to those who are partially through the Alpine Level 3 process. These communications described recent changes that would affect them as they move forward to completing their level 3. Last night another instructor friend stopped into the office since she was in the midst of this transition. She had one maneuver left - bumps.

The changes would mean that she would now have to redo 4 maneuvers that were coupled together in a skill pool. As the tears welled up in her eyes, I quickly explained that this was to her benefit. I asked her how long she had been trying to pass the bumps and she said 4 years. I assured her she was not the only one who had tried for one maneuver for many years. It was because of this and other reasons the Alpine committee decided to change the format. We believe that the new format will encourage training a set of skills versus a maneuver, thus our hope is a higher success rate. We realized if we kept doing what we were doing then candidates would keep getting the same result. We make changes to the exam process not to torment you, but rather to support you.

As many of you are aware, PSIA-Rocky Mountain-AASI is working closely with ASEA (aka National) to better define the working relationship. Having been in business for 63 years, Rocky Mountain is fortunate that some of our founders and former presidents are still very much involved. When I speak with them and as I scan through the board briefs from 20, 30 and 40 years ago, I assure you this is not the first time that an RM board has spent time on this subject. Unfortunately, with changes in leadership, the issue never fully got resolved. Having operated with loose agreements for almost 50 years, the current RM Board of Directors is doing everything it can to resolve this once and for all. It has been a long journey and they know if they see it through we will not be having this same conversation in a decade.

The above experiences made me think about change and how hard it can be, but also sometimes how necessary it is. If you took the time to read this, consider the things in your life you are trying to change. Are you trying to lose weight? Are you working on how you communicate? Are you stuck in a rut at your job? Does your boyfriend still not do the dishes? Just remind yourself of the simple fact that if you always do what you have always done, you will always get what you have always gotten.

PSIA-RM-AASI WINTER 2013

Mad Skills

By Dave Schuiling, Director of Education

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onsistency, direction, depth, spin, pace” Coach said to me as I blasted yet another yellow, fuzzy ball against the green, vinyl back drop. This big green back drop resembles the “green monster” at Fenway Park, but unlike hitting dingers into the cheap seats, this particular monster simply keeps the balls close enough to eventually whack again. In this game, the goal is to get the ball over the net (consistency) and somewhere in the big, blue rectangle (direction) on the other side. Therefore in the tennis hierarchy, I often leap frog directly to pace because it is so much fun to haul off and crack the ball. Or so I thought not too long ago, until I started actually playing matches. As it turns out, the pace/ power first strategy makes for a really short game, and not in my favor!

When was the last time you learned something new? Expanded your horizons and committed to getting really uncomfortable for a while learning something completely new and out of your comfort zone? Acquiring new skills can be frustrating and rewarding at the same time. Because if we push the boundaries past what we thought we “could never do”, we might just take our game to the next level. It’s easy to just do what is comfy and stay in status quo zone. But if you truly want to elevate your skills to maddening heights, get out there and mix it up, change gears and be humbled by learning something new. If it were easy it wouldn’t be so much fun or satisfying! Here’s a stab at relating the tennis hierarchy above to snow sports.

Consistency

This is a simple concept in tennis. Get the ball over the net one more time than your opponent and you will be successful. The “how” this is done is the hard part. Therefore when practicing or training on the snow, repetitions or “touches” are extremely important for developing consistency. However, quality must always take precedence over quantity. As the saying goes; practice does not make perfect, perfect prac-

tice makes perfect. When sliding with your guests, make every turn count. Never ever get lazy when you think no one is watching and simply get down the run. Take pride in every turn and never settle for mediocrity.

Some of the best training you will ever do is sliding super slow motion, crafting the ultimate, visual perfection for your guests to follow. Providing this visual image requires you to bring your “A” game 100% of the time. When it’s your turn to showcase your skills at an exam, it will simply be the same consistent outcome you provide every day you are teaching.

Direction

Direction refers to control. Control is the ability to put the ball where you want it or make any task happen on your terms. The terrain does not dictate the outcome as you are in control of your own destiny. You’ve developed the consistency in every possible scenario imaginable and you can make it happen on demand. It doesn’t matter if you are on sierra cement, frozen corral, packed granular or 18 inches of champagne, you are up to every challenge the mountain and Mother Nature throw at you. Direction can also refer to your special purpose. Your special purpose is your planned destiny and eye of the tiger attitude toward achieving your goals. Always slide with a purpose.

Depth

Now that you’re “in it to win it”, go out and learn everything there is to know about your new passion. Become a sponge and soak up every ounce of knowledge you can to enhance your skill acquisition. Hitting the ball deep keeps your opponent on the defensive without much room to attack. Going deep in your understanding of technical knowledge or expanding your versatility through lateral learning will allow you to stay on offense at your exam leaving nothing to chance. Because of your depth and therefore confidence, your mindset should be to shoot for sixes across the board on your score card. Set yourself up for that success by going deep.

Spin

Spin refers to kicking the ball away or dropping it out of an opponent’s hitting zone.

Spin can also refer to flair or style by putting your own personal stamp on your presentation of skills. Therefore, give it your own spin. Take spin literally and always make sure to learn both directions of rotation including your “unnatural” spin as quickly as possible. Sliding on snow is poetry in motion so express your individuality with your own pizzazz. The last thing we all want to do is look like cloned golf carts coming down the hill.

Because the foundation has been set by consistency, direction and depth, you can now let it flow and get a little loose. This concept is where “slopestyle” got its name by adding artistic impression to competitive sliding.

Pace

Pace is power and speed. Although I initially found that crushing the ball was very satisfying and often times therapeutic, I didn’t have the fundamental skills to be very successful. However, once the building blocks appear with some consistency, it’s now time to light it up, pick up the pace and let it run!

With power comes great responsibility and now that you’ve reached the upper echelon of this particular skills hierarchy, you are ready for anything, anybody and anywhere. The application of skills acquisition allows one to deliver on demand, anticipating and reacting on instinct and confidence. Power can now be unleashed with a vengeance as careful preparation has set the stage. There is nothing quite like the feeling of ripping a back hand down the line for a winner. A similar sliding high is ripping a run in total command of the hill or stomping a trick in the park. The rush of wind in the face combined with sliding athletic freedom is utterly indescribable. It’s no wonder we are all junkies for snowsports!

Go Mad

All the very best in the New Year as you yearn for knowledge and work to improve your skills. Do not be afraid to get uncomfortable and try something new. You’ll be surprised of the outcome when you return to your gear du jour. Expanding your horizons broadens and deepens your skills and ultimately makes you more well-rounded, versatile and confident.

No matter what you do, keep learning! If you enjoy the process then the sky’s the limit. You are on your way to mad skills.

WINTER 2013 PSIA-RM-AASI 5

Instructor Versatility

By Jack Sciacca, Member School Management Chair

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am often approached by wise, new instructors with the following question: “What are the most important traits that you look for in an instructor?”My most frequent answer is, “I am looking for team members that are friendly, responsible, versatile and adaptable.”There is a great deal of recent, topical conversation in our profession that is governed by the concept of versatility.

To be versatile, by definition, you must be capable of doing many things competently.

PSIA-RM-AASI has developed certification pathways with the intent of creating versatile instructors.Allowing instructors to select from lists of elective prerequisites, and requiring that different prerequisites be used for different levels of certification, ensures a customizable pathway with versatility built in to the process.The most important career choice that you can make as an instructor would be to start the certification process as soon as possible and continue to grow with the process.

How do you know if you are choosing electives that will support your ability to meet the needs of your snow sports school?Ask this question to your trainer, supervisor, manager or ski school director: “What PSIA/AASI Clinics will enhance my value to our school, our guests and our industry?”There is no sub-

stitute for the direct counseling that you will receive, in support of the business model of your school.The management and trainers at your school recognize your strengths and abilities and will be enthusiastic about helping you make choices that support their needs.

Let’s make some generalizations about our industry and instructor versatility.

Kids…Nuff said!Seriously, the growth of our industry will rely on our ability to introduce new generations to our sport.If you have anxiety about teaching children, take the steps now to overcome it.Knowledge dissipates fear.Children’s Specialist 1 and Children’s Specialist 2 are not side tracks… they are the track!

Retention is a term that defines our success as instructors.Our division has a number

Ski Instructors If you have the knack for skiing and have the ability to teach your skills to others, ELDORA MOUNTAIN RESORT wants you as a Ski Instructor. Our instructors provide quality ski instruction in a safe and fun manner in both group and private lessons to children and adults of varying ability levels. Responsibilities include clearly communicating guest’s progress and desire outcome of lessons and ensuring the safety and skier responsibility is top priority during the lessons. Must have the flexibility and ability to work weekends and holidays during the ski season and be an intermediate to advanced skier. Mostly part-time positions available. Pay rate is $10.00 - $15.25 (based on certification). There are no current opening for snowboard instructors.

Get more information and apply at www.eldora.com/jobs.about.html

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of courses that augment our ability to retain our clients.We have all heard the statistics regarding “baby boomers.”We have a large contingent of guests that are sensitive to guest service and accommodation.Success Teaching Seniors is a course designed to help you consider the needs of an aging demographic.

Boot Balancing and Alignment supports your understanding of the importance of proper alignment as a prerequisite to accessing skills.

Communication and Relationship Building, Strength Based Learning, and Brilliant Skiing, all support personal approaches to being guest centered.

I can attest to an observed trend in the recent seasons that presents a remarkable challenge to instructors; skiing as entertainment. To paraphrase my friend, Leon Littlebird, “Last year our guests were at a theme park enjoying the rides, this year they are the ride.”A common motivation for these guests is to share a vacation experience.Their primary goal is to stay together.It is no secret that it takes special skill and training to keep a variety of ages and abilities, safe, challenged and entertained in the same lesson.PSIA-RM-AASI supports this goal by offering a course in Managing Splits and the Family Private.

The clinics mentioned above are only a sampling of the rich offerings available to our division.Explore the curriculum and begin the process of customizing your career path, with counseling.Ultimate versatility in a snow sports instructor would be defined by skill sets that support riding on equipment that represents all disciplines, teaching all age groups, at all levels, on any terrain, or on any feature.Let’s be honest.There are no snow sports schools that have this expectation of their professional instructors.What we do expect, is that our teams of instructors will meet the needs and expectations of all of our guests.My recommendation would be to strive to be the “go to” person….The coach that facilitates smiles on the faces of groms and moms, jibbers and jabbers, and any combination of one-plankers, twoplankers, and free heelers.In other words; be versatile!

PSIA-RM-AASI WINTER 2013

Comfort, Confidence and Commitment-Revisited

By Michael Blanton, Snowboard Committee Chair

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s we all know, an atmosphere of safety is critical when trying to associate cognitive concepts to physical movements and real outcomes. For most, safety adds to overall comfort allowing confidence to bloom and the commitment of movement to increase. This comfort becomes a critical foundation when there is a high level of commitment required to avoid harmful consequences.

How do we build this comfort? It depends on the individual and their perceptions of the movements involved with the action they are trying to accomplish. Our job is to assess a students’ perception and to facilitate it appropriately. Whether the students’ perceptions are realistic or not, it does not matter.

Our brains react to our perceived reality. If we perceive a threat, real or not, we react the same - defensively.

The first step is to approach any discomfort with a cognitive understanding of the reality involved. For example, a student is afraid of sliding off the run, but the run is 100 yards wide. The chances of sliding off the side of such a wide run are slim to none.

But, none the less we must address this discomfort in our students’ heads before we can ask them to move with their bodies.

If we do not address perceived threats appropriately our students will lack confidence within the desired movement pattern.

This lack of confidence directly relates to

the level of commitment that is applied to the movements.

When a student is just starting out they are slowly associating movements with the cognitive concepts and confidence increases.

On the beginner runs this lack of commitment has low negative consequences.

But, dropping into a steep chute or getting inverted over a big kicker necessitates a full commitment of movements, where there is a high risk of negative consequences.

How do we get there? Confidence expands after repetition in an atmosphere of comfort.

The movements become the foundation of our fight or flight reactions on the mountain.

We assess situations on the mountain very quickly and we are either comfortable or uncomfortable, depending on our previous experiences. If our students can find comfort in these potentially dangerous situations they exude confidence that allows them to be confident and pro-active in their movements. The opposite is reacting defensively and using braking, awkward and inefficient movements, ultimately, not achieving the desired outcome. In high risk environments this can be a fatal reaction.

Each person is different, with individual concerns. Be sure to address your students’ perceptions of what you are trying to accomplish and create a cognitive and physical atmosphere of comfort and understanding.

For some people speed creates discomfort and for others not so much. Comfort depends on our previous experiences and how we perceive them, with either a positive or negative association.

Create positive associations to the desired movement pattern and instill confidence within our students. Confidence helps to promote more commitment to the movement pattern. But beware of over-confidence that can create a level of complacency, which has no place in an atmosphere of potentially negative consequences. No matter how autonomous the movements become - awareness of your present situation is critical to retain focus of possible discomforts that could inhibit you, or your students’ flow.

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WINTER 2013 PSIA-RM-AASI 7

Core Concept

By Jonathan Ballou, PSIA-RM-AASI Alpine Committee Chair and PSIA Alpine Team

H

ow many times have you heard the statement “ski with your feet”?

How many times have you made that statement yourself?

Writing from personal experience, I have thought and taught this mantra countless numbers of times, and with some success.

Ask any physiologist and they will tell you that a strong core is essential, if not the key to success for skillful movements in any sport.

It doesn’t matter if you are a runner, cyclist, gymnast, swimmer…

Even as a skier, if your core isn’t engaged good luck making your feet tip or point where you need them to go.

So why do we not say “ski from the core more often”?

Skiing is a little different than most of the other sports mentioned above. When we introduce a guest to skiing, we attach slippery, cumbersome levers to their feet, remove their natural form of propulsion (their feet and legs), point them in the direction of gravity and say “have at it!” Obviously this process happens through a series of steps (progression) that set them up for success, but you get the point.

Due to this series of events, the guest’s feet, or more accurately their new footwear, inhibit the ability to move skillfully. The result, not unlike a child learning to walk, is that they have to re-learn how to use their feet and legs in a new environment.

As professional ski instructors comfortable in our sliding environment, we have adapted our ability to move with this equipment on our feet. Often it is not only the ability of the instructor to move ones feet and legs skillfully, but the strength and stability of what we move the feet and legs against.

A bit about the core

When I pose the question of core strength in clinics, I often hear statements about how important it is. When I ask where the core is located, I usually hear something along the lines of the muscles around the stomach. Correct! But the core is so much more than that.

According to Wikipedia: “The core refers, 8

Simple activities to make it happen

Having the intent, or asking our students to engage the core is all well and good, but putting this into reality can be a bit tricky. Here are a few ways you can go about creating greater core awareness and activation.

in its most general of definitions, to the body minus the legs and arms.[1] Functional movements are highly dependent on the core, and lack of core development can result in a predisposition to injury.[2] The major muscles of the core reside in the area of the belly and the mid and lower back (not the shoulders), and peripherally include the hips, the shoulders and the neck.”

When we talk about a stable pelvis and upper body, one of the main things we are saying is to engage all that stuff described above. The strength and power produced by engaging these muscle groups then allows us to take advantage of our trained ability to tip, turn, and flex and extend our legs. We can also move our base of support in the direction of our choosing and manage the pressure we will create and receive. In short it will make skiing a hell of a lot more fun (and accurate too!).

Exercise 1 – Stance and posture For the core, all of it, to effectively engage we need to align our bodies in such a way that we can access all of these muscle groups.

This should be performed wearing ski boots; skis are optional.

• Assume a basic athletic stance.

Ankles, knees, and hips proportionately flexed. A good cue for this is that the angle of the spine will match the angle of the shin • Begin by engaging the lower abdominal muscles. Sucking the belly button back and upwards can help with this. You may find that you need to adjust your posture slightly.

• While holding some tension in the lower abs, add some tension to your glutes (bum muscles). Again, you may find that you need to make small adjustments to your posture.

• Maintain the tension you have created so far and add a bit to your lower back. Continue making postural adjustments as needed.

• While maintaining this posture, find tension in your chest, and a bit in your quads and hips.

PSIA-RM-AASI WINTER 2013

January/February Upcoming Events Highlights:

Congrats, you have now engaged most of you core. You may have found that your posture (stance) after performing these steps is slightly or significantly different from your original posture. Remember this feeling, for you have now assumed a functional base posture to access your core. You may feel uncomfortably tense after this exercise, and that’s okay. It’s just an exercise. Our students often feel uncomfortable when we they try the things we ask them to do.

Exercise 2 – Creating functional tension through movement The first exercise may have left you feeling stiff and rigid. Now we need to make this tension more functional so that it will allow for fluid movement on the slopes. This will need to be done standing on a level slope or across the hill with skis on.

• Assume a posture that will allow you to engage the core – exercise 1 • Begin to move your feet (base of support) back and forth in unison underneath your strong stable core. Try to keep your core and pelvis area and strong and stable as possible while sliding your feet (base of support) fore and aft.

• You will notice the strong and more functional your core becomes the more quantity and accuracy of movement your feet (base of

support) will have. Visual cue: the ability to keep the hands and arms quiet in this exercise is a queue that the core is most likely activated.

• Try the same activity in a traverse. I recommend gentle terrain for this.

• Once the movement of the feet (base of support) is fluent in a traverse take the same two-footed shuffle into a turn.

• The goal here is to keep the fore/aft movement of both feet under the core consistent throughout all phases of the turn. Take note of points in the turn that are particularly challenging and focus on those areas.

Once these steps have been completed, remove the exercises from the equation and take the new sensations of core stability into your free skiing.

These are just two sample exercises for engaging your core. Ask any trainer on your mountain and I’m positive they will have a plethora to add to your bag of tricks.

With an increased awareness and ability to activate the core, you and your students will have the ability to ski more powerfully, more efficiently and for a longer period of time.

In addition, the increased access to rotary, edging, and pressure control skills will help you and your students develop the accuracy needed to conquer new terrain and technical challenges.

There are so many great events coming up in January and February that we are excited about but we can’t list them all here.

We want to highlight a few events in the Rocky Mountain region that we think you would enjoy. For the entire list of events please visit our web page www.psia-rm.org and click the ‘Events’ tab.

Southwest:

• Angel Fire Edwin Terrell Clinic Feb. 6-7 • Taos Alpine Level 2 Exam Feb. 5-7 South Colorado:

• Telluride Alpine MA 201, Precision Skiing 201 and Teaching Beginner Bumps Jan 31-Feb 1 • Purgatory Snowboard ITC, Alpine ITC, Children’s Specialist 2 Feb. 6-8 I-70 East:

• Copper Snowboard L2 and L3 Previews, FS clinic and Exam and Halfpipe Improvement Jan 28-30 • Winter Park CS2 Jan 16-18 • Winter Park Alpine Level 2 & 3 Exams Jan. 29-31 I-70 West:

• Vail Adaptive Level 3/RMT Prep Camp Feb. 3-4 • Snowmass Snowboard Level 2/3 Preview & Exam, Freestyle Specialist & RMT Preview Feb. 25-27 Thank you everyone for making the Rocky Mountain Academy in Vail January 15-17 a highlight of the 12/13 season! This event was hosted by seven PSIA National Team members and happens every other season. There were 55 participants between the Alpine Academy and Children’s Academy. Thank you Academy participants and Coaches, we will see you again in 2014/15!

If you are in need of Education Credits or simply love taking clinics remember that any disciple and any RM exam or clinic will count towards your credit requirements.

Don’t be afraid to branch out and discover a new discipline!

—Your Events and Membership Staff, Carissa Eggers and Tim Kenney

WINTER 2013 PSIA-RM-AASI 9

Freedom

By Will Thayer

E

verything I’ve learned in life, I’ve learned on a ski hill. I’ve gone through many lessons in hard work, determination, independence, humility, patience, assertiveness, and leadership. I was lucky, I had a father who woke me up at 5am on Saturday and Sunday so we could make it to the ski hill before everyone else. He taught me life lessons as well as letting me explore some on my own.

I started racing when I was in middle school, and continued to race in high school and college. I also started to teach skiing while in college. After graduation, I packed up my Chevy two door with a ski rack and drove to Vail, Colorado. I had to live out of my car for two months before finding a room (lesson of self sufficiency) but it was worth it.

I was working as a ski instructor at the finest ski school in the world. The year I got a job at Vail, there were over 700 new applicants and the resort hired 30 people. During the peak of any season, you’ll find over 1200 ski instructors on the slopes of Vail and Beaver Creek.

These skiers come from all over the world and they are some of the finest human beings you’ll ever meet.

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I have many memories of teaching at Vail, and these experiences will influence my world view for the remainder of my life. Like the time I taught an 80 year old woman to ski for the first time. She had always wanted to try it and never did, and was determined to give it a whirl before leaving this world. This woman could teach a few lessons in faith and courage.

Another woman I skied with had lost her husband of over 20 years to an accident while skiing at Vail. It had been 5 years since she had skied or been back. We rode the gondola up to the top and spent a lot time just talking and walking around Eagles Nest. Then we skied to mid-Vail and she broke down suddenly. While she was crying and I was speechless, she told me the exact spot where her husband had died. We had just skied past it (another lesson in gratitude and mortality).

If you want to learn anything about patience, become a ski instructor. Whenever I taught children, patience was my best friend.

Try to get 10 hot chocolates for your class in a crowded lunchroom. Convince every child that going to the bathroom before skiing is a good idea. Or that skiing in a line when there’s two feet of new powder is

best, because if they fall they won’t be able to get up. Kids love to push the boundaries; patience, consistency, and shared understanding of rules and rewards for their behavior saved me from jail time. Bribes helped too.

Most importantly, growing up in a ski family and skiing is FUN. All kids enjoy snow and any chance to roll around, fall down, get up, and push the boundaries of sane speeds and death defying jumps or moguls is a lot of fun. Ever hear of a Chinese Downhill?

I started skiing when I could walk and hope to repeat this with my new baby daughter.

At this point, the best word to explain my love to ski is freedom. I started skiing very young and just kept doing it. My time at Vail improved my skill to a level that few people achieve. I’m able to pick routes, see my turn, and actually follow through on plans most of the time. I’ve skied everywhere in America, several places in British Columbia, La Grave France, and Chile. I’ve stepped out of helicopters and hiked up volcanoes to ski. The sense of freedom is overwhelming, it fills me with happiness. The beauty of the mountains, the peace of snow, and a full sense of freedom to adventure wherever I wish to go on a mountain.

This feeling doesn’t come easy; I’ve had to pay a price for it. I’ve foregone most things in life that others jump into fresh out of college. I married late, I had my first daughter at 42, and even though professionally I am successful it took me longer and I’m starting later than most.

The sense of freedom on a ski slope doesn’t come as quickly as it used to. There are real world problems that occupy more of my thoughts these days. I don’t ski 120 days a year anymore, and my skills have slipped from what they were. Although, I know this feeling and know that it’s not something anyone can buy. You have to earn it and next to love it is a miraculous state where you are literally on top of the world. To ski down a couloir confidently and look up from the bottom is great sense of accomplishment. The very act of skiing it though is what makes it even more sweet.

After my accident, for a long time I thought about skiing and if I would be able to return.

I know now that I will. Not because I’ll push my physical boundaries or take chances. I’ll ski again next year because I have to. I live to ski and that’s why I’ll be out there again. And I know I’ll have good company.

PSIA-RM-AASI WINTER 2013

Important Snowboard Freestyle Update

Just the Facts

By Dusty Dyar, Children’s Chair

By Tony Macri

A

s some of you may know PSIA/AASI has been working hard over the last few years creating National Standards amongst all the different disciplines.

One of the latest standards to recently be approved by the national board is the Freestyle standard. You can find the details of this standard on the Rocky Mountain PSIA/ AASI website. www.psia-rm.org One of the biggest changes that you will notice is the slight drop in difficulty of the level 1 or the FS1 (Freestyle Specialist 1).

One of the biggest changes is the halfpipe standard. The current standard is ‘to demonstrate the ability to utilize appropriate flexion/extension movements for a halfpipe air trajectory and make an edge change near the turn apex at the top of the transition zone in a halfpipe or alternative transitional feature’.

Please visit http://www.psia-rm.org/education/snowboard/reference-materials to review the entire list of FS standards.

Because we are cognizant of this we are offering a 2-year window in which Members who currently hold an FS1 can take a 1-day ‘challenge’ towards achieving your FS2. You will only have to redo the riding standards not the teaching or the MA standards. The price of this one day ‘Challenge Day’ will be the same price as all our exams; $135. If you are comfortable with your FS1 and do not wish to go for the FS2 challenge you have nothing you need to do, your FS1 will not go away. If you go to the challenge day and do not achieve the FS2 standards you will retain your FS1.

These ‘Challenge Days’ will be given on the Exam day of any current freestyle event that is already scheduled on the calendar.

Prior to signing up for this one day challenge, please take the time to clearly read through all the current national standards so you know exactly what you will be asked to do.

Lastly there is no challenge opportunity from FS2 to FS3 as of now.

H

ow often do you get feedback on your skiing and riding and feel hurt or judged on a scale of good to bad?

On the other hand, how often do you give feedback and the receiver feels more judged then observed? One of the biggest challenges in movement analysis is to simply describe the movements a body made and the outcome of the ski or board performance. With an understanding of anatomy and biomechanics, and practice describing joint specific movements you can share the facts of a performance instead of your opinions.

Spend some time getting to know your body and then learn about others. Learn how we mature from birth to adulthood, because how one learns to move as a child will have a large impact on how one learns to move as an adult.

Let’s get to know ourselves and others.

For basic bones look in Core Concepts p.18, but for more detail and the muscular system go to www.innerbody.com or find a resource of your own. Get a group together, a pack of NON-permanent markers, and wear tight shorts or a bathing suit.

With reference materials draw the bones or muscles on each other with the nonpermanent markers. Use different colors to distinguish between muscles used for gross motor movements (big movements) and fine motor movements (small and precise). Test yourselves by pulling muscles or bones out of a hat and drawing them on your partner without help.

Now with a basic understanding of anatomy, practice describing the body stationary then moving. To practice stationary descriptions with a group, draw stick figures in different positions on pieces of paper. Partner up, one person will be the model and one will be the artist. The artist pulls a piece of paper from the hat and using only words describing joints tries to get the model to recreate the stick figure. The artist can watch

the model the first time or two, then set up artist and model back to back so the artist can’t see the model until they are done. Change it up with groups of three: one model, one artist, and one clay.

The model strikes a pose while the artist describes the body to the clay. Hopefully the clay becomes a sculpture. The clay can’t look at the model and the artist can’t look at the clay until they think they are done. When you feel good with the stationary descriptions do the same thing with movements like jumping jacks, mountain climbers, squat thrusts, forward rolls, or walking in a figure 8.

To gain insight and practice different stages of maturity, get some props. Do the same activities above, but modify the center of gravity or restrict movement.

Try two backpacks with some books. Put one pack on the model’s back and one on their front to get the center of mass higher on the model, then move through activities. How did they move differently or the same? Did the artist have to use different words to describe the model to the clay? Try taping paper to joints so that if the joint moves the paper tears. Now move around without tearing the paper. Focus on the small joints with the paper to highlight gross motor movements. Make sure to try all of the roles as you may learn just as much from modeling or listening as you do from describing.

The purpose of all this is to gain the ability to offer accurate factual descriptions of your observations. This is just a start. In order to complete the picture/ movie of skiing or riding you also need to understand the technology of the equipment and the application of physics. Once you can complete the whole description, remember to offer feedback in terms of opportunity for change to achieve a desired outcome be it performance or efficiency.

WINTER 2013 PSIA-RM-AASI 11

Nurturing Our Students’ Self-Esteem

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earning to ski or snowboard can be hard on our students’ self-esteem. We teach them awkward new movements on a slippery surface that has the potential for more contact with their back end than with their skis or snowboard. That’s why nurturing our students’ self-esteem can be so critical for a successful lesson.

When it comes to building self-esteem I have taken notes from a master: Jan, a teacher at a school for children with learning differences. Each year she brings a group of students to Crested Butte for a weekend of skiing, snowboarding, teamwork, and most significantly, building self-esteem.

Over time I have found that Jan’s simple techniques work well with almost any student, regardless of age or disability. While I can’t possibly replicate all of her wisdom in a single article, here are a few highlights: Have high expectations. Any expert can tell you that a kid with ADHD is unorganized and a child with Asperger’s has socialization issues. Jan ignores those experts. Her students have cleaning and cooking duties to share with their team. They say “yes ma’am” and “yes sir” and look you straight in the eyes. Jan has high expectations and the kids meet those expectations. In the process, their self-esteem soars. It makes me wonder: How many times do I limit my students with my own low expectations? Do I let the diagnosis dictate how much I challenge my students?

As adaptive instructors, I know we all have amazing stories of students who beat the odds and did more than anyone ever expected.

My latest occurred just a few days ago with a student who insisted that he would not get into a sit-ski. He had hemi-paresis from a stroke and logic seemed to indicate that a sitski would work best. Logic, however, didn’t account for his determination and on his third day of skiing, he made it down our longest beginner run, skiing with a slider, not a sitski.

Chronicle the good times. At the end of the day, Jan’s students carefully highlight the trail map, showing every run they have been on.

The maps get added to journals that include 12

pictures and diaries of their adventures.

This kind of accounting solidifies our students’ successes. We can do it with journals, highlighted trail maps, pictures, report cards, or even a verbal recap of the day.

We are part of a team. When a student has a success, Jan shares it with the team. Not all of our students have a ready-made team like Jan’s students but we can create a team. In fact, my favorite team members are right on the mountain: the lift operators. The lifties here in Crested Butte are outstanding and I always introduce them to my students. Each time we return to the lift, we give them a progress update and they congratulate the students.

They are the best cheerleaders in the world!

Advocate for yourself. Jan once explained to me that people with disabilities need to know that they are worthy of getting help. She

teaches her students to advocate for themselves. I continually hear her tell students that they have to “speak up” and let us know when they need something.

As an instructor, I thank my students any time they tell me that they need something or their feet hurt or they are cold or…well, you get the idea. Even adults need to be reminded that it is important to ask for what they need.

Set and monitor goals. Jan consults with each instructor to ensure the students’ goals are ambitious yet achievable. Then she monitors progress and honors the moment when a goal has been met. Nothing builds a student’s self-esteem like reaching a challenging goal!

Notice and celebrate the real victories. My first lesson with one of Jan’s students was an eye-opener. We were the last ones out the door because it took her so long to put on her jacket and mittens. We were delayed even further to call her mother because, up until that point she had never been able to put on her jacket and mittens by herself. The skiing that followed was great, but the real victory occurred before we even got on the slope.

It is easy to fall into the trap of continually applauding our students. The trick is to see the real victories and celebrate them.

Transfer those victories to life. While they are here, every child has at least one breakthrough to share with Jan. She listens intently and gives the student a big hug. Then Jan looks them straight in the eyes and tells them to remember this moment whenever they are up against something they think they can’t do. She assures them that their success proves they can do almost anything, as long as they work hard at it.

And she’s right. She tells us how her students come back to school with improved confidence. They are willing to work harder at school because they now have proof that hard work can make a difference. They use their newly developed team skills to enhance existing friendships and develop new ones.

They are more willing to speak up when they need help.

Jan’s concepts are simple but they work.

Now I use them with all of my students.

PSIA-RM-AASI WINTER 2013

Professional Ski Instructors of America-Rocky Mountain-American Assn. of Snowboard Instructors P.O. Box 775143, Steamboat Springs, CO 80477

OFFICIAL BALLOT

FOR REPRESENTATIVES TO BOARD OF DIRECTORS Please Vote for ONE CANDIDATE in your District ONLY

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All Ballots Must BE RECEIVED in the RM Office by 5:00 P.M. on February 17, 2013

BALLOTS MAY BE SUBMITTED BY FAX, MAIL, EMAIL OR IN PERSON ONE PERSON FROM EACH DISTRICT WILL BE ELECTED FROM THIS BALLOT. THE PERSON WITH THE NEXT HIGHEST NUMBER OF VOTES (FROM ANY DISTRICT) WILL BE THE MEMBER-AT-LARGE REPRESENTATIVE.

PSIA-RM member schools are grouped into Districts as follows: Front Range: Adaptive Adventures, Arapahoe Basin, Breckenridge, Breckenridge Outdoor Education Center, Copper Mt., Echo Mountain Ski & Ride, Eskimo, Eldora, Foresight Ski Guides, Gold Run Nordic, Ignite Adaptive Sports, Keystone, Loveland, National Sports Center for the Disabled, Rookie Academy, Sierra Club Inner City Outings, Snowy Range, Sol Vista Basin Ski School, Winter Park Ski & Snowboard School Southern District: Adaptive Ski Program Ski School, Adaptive Sports Association, Alpenglow Ski Safaris, Angel Fire, Arizona Snowbowl, Challenge New Mexico, Enchanted Forest Nordic, Ernie Blake, Never Summer Sun & Ski Sports, Pajarito, Purgatory at Durango Mountain Resort, Red River, Sandia Peak, Santa Fe, Sipapu, Ski Apache, Sunrise, Telluride, Telluride Adaptive Sports Program Western Slope: Adaptive Sports Center of Crested Butte, Adaptive Athletic Specialists, Beaver Creek Ski & Snowboard School, Challenge Aspen, Colorado Discover Ability, Extreme Sports Camp, Crested Butte, Monarch, Powderhorn, Ski Cooper, Ski & Snowboard Schools of Aspen, SOS Outreach, STARS, Steamboat, Steamboat Ski Touring Center, Sunlight, Vail Nordic Center, Vail Ski & Snowboard School, Vista Verde, Wolf Creek

Nominees for DISTRICT REPRESENTATIVE to the PSIA-Rocky Mountain-AASI Board of Directors Are:

FRONT RANGE

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JOHN GARLAND MANN - John has been a snowsport-teaching professional for 1 year in the Rocky Mountain Division. “I enjoy giving back to organizations that can and will utilize my abilities. I would like to see us expose more people to skiing in a quality, variety, professional and safe way. If elected, I will constantly focus on improving the quality, safety and consistence of the professional organization utilizing experiences, promoting ideas from the members as well as board members. I believe the value of an organization comes from the tone that is set by the leaders of that organization. I want to be proactive to the membership with fiscal responsibility and provide new, creative programs.”

SOUTHERN DISTRICT

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Choose only ONE candidate IN YOUR DISTRICT and print and sign on the signature line.

JENNY COOPER- Jenny has been a snowsport-teaching professional for 12 years, 9 years in the Rocky Mountain Division.

“I am interested in serving on the Board to continue to support the progressional growth of the snowsports industry. My goals if elected are to help keep the membership informed and active in the organization. I will be open for discussion and to keep the lines of communication open.”

WESTERN SLOPE

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Choose only ONE candidate IN YOUR DISTRICT and print and sign on the signature line.

ALICIA HOUCHEN - Alicia has been a snowsport-teaching professional for17 years, 12 years in the Rocky Mountain Division. “I would like to be involved with the ongoing change and to make certain the direction we are heading is one that will benefit the future of the organization and its members. I want to ensure that the overall vision is clear to all members. If elected, my goals are to fulfill and communicate our vision to our members, create and facilitate a recruitment plan that keeps new members interested and excited, encourage mature members and educators to extend their experience to younger, less experienced members and add diversity and balance to the board with a female voice.”

Choose only ONE candidate IN YOUR DISTRICT and print and sign on the signature line.

ANDY DOCKEN- Andy has been a snowsport-teaching professional for 17 years in the Rocky Mountain Division.

“My interest in serving on the Board is based on helping our organization to maintain a strong and reputable brand in the snowsports education industry. If I am elected, my goal is to support our organization by helping maintain balance in the needs of the guests-snowsports schools, members and member school management. I believe that my experience as an instructor, RM Ed Staff member, PSIA team member and school manager and training director has helped me gain the understanding needed to move our division into the future.”

JOEL MUNN - Joel has been a snowsport-teaching professional for 22 years in the Rocky Mountain Division. “As a current Board member, I am interested in working to finish the restructure with other regional companies and ASEA and to raise funds to contribute to our community. My goal if re-elected is to stabilize our administration services, maintain financial security, maintain the integrity of our education and certification programs and create of culture of evolution and contribution.”

Member Name (please print) Member Signature Only active status PSIA-Rocky Mountain-AASI members in good standing may vote.

Member Number

WINTER 2013 PSIA-RM-AASI 13

Mr Wally: Lucky to do what he loves!

I

f the man in the photo at left looks familiar, there is an excellent chance that you’ve seen him teaching people how to ski at the Red River Ski Area. Or you may have encountered him in your hometown if you’ve lived in Texas, Oklahoma, Kansas, Louisiana or even Tennessee for the past 25+ years.

You may have spied him driving down the highway in a vintage Willys, a big smile on his face and Ski New Mexico stickers on the side of the vehicle.

Walter “Wally” Dobbs has traveled a hundred thousand+ miles - conservative guess - promoting the Red River Ski Area and the skiing industry of the Land of Enchantment. It was in recognition of that work that Wally was inducted in late October 2012 into the New Mexico Ski Hall of Fame by members of the NM ski industry. He joins the late Drew Judycki (Red River Ski Area owner/operator), and John and Judy Miller (the Enchanted Forest Cross Country Ski & Snowshoe Area) representing Red River in receiving such an honor.

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A native of Mesquite, TX, Wally spends his time in Spicewood, TX, 45 miles from Austin on Lake Travis when not in Red River. He laughs when mentioning that one of his neighbors is Willie Nelson.

Wally’s first trip to Red River was in summer of 1962 over the old pass. His next trip came in January ‘68 when he had his marching papers for Vietnam. A friend, Ron Kifer, had been to Red River many times and decided a party was needed in Red River.

“We decided, I guess, to break my leg. I’d never skied. He’d skied once! We stayed at the Pioneer Lodge in one of those little cabins. Went to Powder Puff ski area and got a lesson from Gary Starbuck. He told me that I wasn’t ready for the big mountain (RRSA) so the next day we headed for the big mountain.

“We got on the old oil derrick chair lift right about 9 AM and we were back at the bottom in time for lunch, three hours later. I fell at every turn! They didn’t groom back then.

“Starbuck had warned me about The Moguls. I didn’t know what a mogul was.

I thought that a mogul was an animal. You know: like a badger. So I’m running and falling down in these big piles of snow and every time I’m looking behind me to see if a mogul was coming to get me! The mogul already got me!”

Truth or fiction? Not important: it’s a genuine Mr. Wally story.

By 1982, Wally moved to Red River fulltime, and by 1995, co-owned New Mexico Adventure Co., a genuine member of the community. It was Red River’s Centennial celebration that saw him hired by the town and the RRSA to handle events for the occasion. This venture lead to traveling for the town, the RRSA and eventually for Taos, Santa Fe, Ski Apache, Ski New Mexico, NM Department of Tourism, Santa Fe Convention & Visitors Bureau and Southwest Airlines. In his trusty Willys, with a load of promotional materials and a bag of ski passes, Wally hit the highway, making friends at every stop.

He stopped at a lot of places and the list of friends is long.

The Bergie’s Best Scholarship Fund Created after D. Jerry Berg’s unexpected passing in June, 2012.

Below is a list through December 13, 2012 of individuals and businesses who have graciously donated to the memorial fund set up in Bergie’s honor.

$500-$2500

$100-$250

$25-$99

Edwards, David & Paula Love, Frank Niederauer, Duncan and Alison Saban Aspen House Willits, Deb

Banks, Tommy & Patti Behler, Roger Compass Marketing Givens, Laurie Hinderlie, Nels Jay, Stephen & Anne Jiricko, Audrey & Philip Lieff, Ann and Bill Ski Boot Fitting.Com Tedesco, George & Margaret Thom, Paul

Bartik, Gail Disalvatorie Enzo French, Michael & Jean Glasscock, Ellen & Raymond Holland, Elizabeth Ilic, Ksenija Johnson, Doug Lawrence, Janet Smith, Debbie Warren, Peter

PSIA-RM-AASI WINTER 2013

Rocky Mountain Ski Instructors Educational Foundation Scholarship Opportunities EDUCATIONAL FUND ENTRY-LEVEL SCHOLARSHIP Who may apply: Instructors in good standing with a minimum of 25 hours teaching verified by their member school.

Type of event: Preferred to be entry-level clinics for level 1 certification in any discipline.

Scholarship amount: Five $100 scholarships per season.

Details of application: Send a letter of application to PSIA-Rocky Mountain-AASI outlining your work as an instructor, financial need and educational plans.

Application deadline: January 31st of the year applying.

JEFF PATTERSON MEMORIAL SCHOLARSHIP FUND Who may apply: PSIA-Rocky Mountain-AASI members in good standing with a minimum of 25 hours teaching verified by their member school.

Type of event: Preferred to be entry-level clinics for level 1 certification in any discipline.

Scholarship amount: Five $100 scholarships per season.

Details of application: Send a letter of application to PSIARocky Mountain-AASI outlining your work as a ski instructor, financial need and educational plans.

Application deadline: January 31st of the year applying.

DARYLE BOGENRIEF SCHOLARSHIP FUND Who may apply: New PSIA-Rocky Mountain-AASI members in good standing with a minimum of 25 hours teaching verified by their member school.

Type of eligible event: Entry-level courses for new instructors, preferably Adaptive but will not be limited by discipline.

Scholarship amount: Two $250 awards per year until 2012 when the number of awards will be re-evaluated.

Details of application: Submit application to the PSIA-Rocky Mountain-AASI office along with an explanation using 500 words or less regarding the amount of the request, the purpose for which the grant will be used, and the reason that financial assistance is needed. (Applications can be obtained from the PSIA-Rocky Mountain-AASI office or downloaded here.)

Application deadline: January 31st of the year applying.

OPPORTUNITIES AVAILABLE FOR:

• Cert I, II, III PSIA/AASI Instructors • Children’s Specialists • Children’s Supervisors • Nordic Classic and Skate Instructor

Angel Fire. Imagine getting in your “way b ack” machine to a time when Ski School was a close knit family of “real” characters who all shared the common passion for teaching and skiing. Well at the Angel Fire Ski & Snowboard School, it is still kind of like that….except for the high speed quads and the snowmaking.

We know each other’s names, work as a team and share equally in the load. Everyone works with kids and adults, teaches groups and privates. We will jump through hoops to make sure you get your requests!

We believe everyone has something to contribute in training. At some point in the day, during the lunch “window” we sit in groups and share a home-cooked meal….that we provide! We talk about the clinic we were in during the morning, what some kid said in class or share ideas about how to overcome fear with our students.

We are “Instructor Centered”. We know that happy, motivated employees make happy, successful Guests. It really is that simple. We like PSIA/AASI. We like training. We are incentive based. We reimburse for certification. We get it.

Ski the Winter Sun! Reasonable Egos Accepted/ Happy Guests Expected! Join the Renaissance!

Drop us an email!

Robin May, Director www.rmay@angelfireresort.com

Daryle began membership with PSIA/AASI in January, 2001. He attained all three levels of certification by April 2003 then proceeded to Alpine Trainer Accredited status in April, 2004. He was selected an Alpine Examiner 1 in April, 2005 – one of the youngest people to be selected in recent years. Daryle passed away in the summer of 2005 in a rafting accident.

During his time as an instructor he had a passion for helping returning soldiers to ski. This scholarship has been established to assist new instructors in their path to certification.

WINTER 2013 PSIA-RM-AASI 15

Thank you to all the members who donated to the Educational Foundation during the 2011-12 season!!

Daryle Bogenrief Scholarship Fund $20-$100

Bogenrief, Angela Hinderlie, Nels Munn, Joel Rocky Mountain Ski Instructors Educational Foundation

Popkin, Philip Sawyer, Larry Schmidt, Michael L. Swain, Sara Teri, Maryann Tronnier, Rosemarie Van De Wege, Harley Volz-Paris, Jacqueline Yost, Frederick A. Zahradka, George M.

$1000-$1500

Anonymous Cary, Thomas N. $250-$750

Anonymous Hanke, Robert $100-$200

Abelson, Ned Brenimer, Randy Guy, Russell B. Kenney, Jay P. Mikulich, Robert L. Moy, Jane W. Naschak, Paul Rodd, Richard Stern, David Taylor, Julie VonDeak, Andrew Moran, Robert L. Steinberg, Robert S. Gibbs, Steven L. $26 - $99

Burr, Harry B. Chevalier, JP Donahue, Peter W. Franberg, Ingegerd Grevle, Leif Hagan, Alison A. Hall, Meredith A. Hand, Thomas N. Hartley, David L. Kluge, Karl A. Mitchell, James F. Mortimer, Dave Munn, Joel W. Orosco, Dolores Phillips, James C. 16

$11-$25

Bevan, Brooke C. Bourret, Dick Bowen, Marshall Boyden, George S. Bradley-Dunlop, Deborah Burr, Susan L. Cerise, Lucy Covington, Harry R. Donahue, Peter W. Edberg, Steve N. Edwards, Clifford Fehrenbach, Kurt S. Guerrette, Linda T. Hand, Thomas N. Holladay, Billy D. Holmes, Teague T. Holmes, Teague T. Huggins, Mike Johnson, Wingate C. Kearney, David N. Keller, Donald B. LaCome, Paul G. Lansdowne, James P. Leiman, Bruce D. Malcolm, Ian S. Matarese, Robert G. McClard, Dave L. Miick, Rudy Morse, Robert W. Moyer, Roger I. Novembre, Peter J. Onstad, Jody J. Pitner, N. K. Radell, Barry Roberts, Diane Saperstein, Michael Thompson, Jim D. Tyler, Robert C.

Walsh, H. Wells, William A. Wilde, Gary D. Zalutsky, Gene $1-$10

Addis, Brendan Aguilar, Wolf Albright, David T. Amann, Robert Anderson, Melissa M. Anderson-Chapman, Carla Applegate, Susan Baggenstoss, Bonnie Barron, Eric Bedell, Clay D. Begley, Don Bertram, George Blackstead, Alexis Blank, Bruce Blundell, David J. Blundell, Susannah Borthwick, Valerie Bray, Robert D. Brown, Todd A. Buhlig, Lynne Buratovich, Jackie Busche, Judith G. Carlson, Karen Clark, Greg K. Comerer, Alan W. Conners, Nigel Cox, James Daley, Mark Danziger, Michael A. De Feo, Michael L. Dean, Steven J. Debooy, Henri T. DiSalvatore, Enzo Dreffer, Sabrina H. Enz, Lee A. Ertl, Katharine L. Evans, Lynn L. Farnan, Charlie Ferenczi, Gabor Ferenczi, Gabor Fishman, Susan A. Fogg, Joshua Freeman, Howard J. Gallegos, Jose

Gensch, Wolf Ghinelli, Frank D. Giavi, Raimondo Goldberg, Craig Gomes Angelicchio, Pat Greene, Suzanne Grimaldi, Mark Hall, Leonard L. Hamby, Bruce A. Handley, Kevin R. Harris, Billy J. Harris, Gary J. Hart, Roger Harvey, Megan O. Herrmann, Miles House, Jeffrey Hyde, Bill Juras, Julietta Kalata, Starla N. Karp, Stephen E. Kissell, Harry W. Kolacek, Zbynek Koslowski, Andre Kutchma, Edward K. Lajaunie, Philip Lamb, Thomas S. Landau, Denise Leibold, James E. LeMaster, Ron J. Lolley, Matt J. Losch, Jennifer B. Losch, Robert C. Lott, Barbara S. Lubrant, Kenneth Luke, Walter L. Lundberg, Douglas D. Mann, John G. Mann, Michael Markey, Paul C. Marsh, Simon Matthews, Andrew D. Mattsson, Thomas Maza, Manuel A. McDermott, Shawn McGrath, Michael Meinig, John W. Metz, Jennifer L. Metz, Tim Metz, Todd J. Miller, Robin

Miner, David J. Miner, Howard L. Mondry, Josh Mosley, Jerry “Moe” Murphy, Cari A. Naughton, Jonathan Naughton, Jonathan Nicholson, Constantine E. O’Hara, Kaitlin E. Page, Charles L. Paris, Bradley Parker, Chuck Patel, Kevin Pearson, James Phillips, M E. Picken, Justin D. Reichert, Gail E. Riccardella, Peter C. Rizzo, Philip E. Roach, Edward M. Romero, Darrell J. Rothman, Judith L. Rothrock, Michael Rothrock, Michael Schmidt, Sandra G. Sciacca, Jack L. Seabourn, Marge A. Sergeant, Ronni L. Sheedy, Noah Shefchik, Daniel F. Shuck, Robert F. Silverman, Marisa J. Simone, Terry A. Sligh, William Smilios, Basil Standish, John Stephens, Jack L. Swensen, Steve Taggart, Elizabeth Thayer, William Tirrell, John A. Townsend, Linda L. Trottier, Andre J. Vandermolen-Little, Sandra J. Walseth, William D. Weber, Joel V. Wormington, Terry L. Wright, Kenneth P. Young, Jerry E.

PSIA-RM-AASI WINTER 2013

PSIA/AASI Rocky Mountain Division P.O. Box 775143 Steamboat Springs, CO 80477 970.879.8335 / Fax 970.879.6760 www.psia-rm.org

Have you changed your PERMANENT address?

Please contact the PSIA-Rocky Mountain-AASI office in Steamboat Springs.

970-879-8335 phone 970-879-6760 fax carolyn@psia-rm.org

TAKE IT TC- THE NEXT LEVEL