Spring 08 images:megan harvey / katie howe
Enter to win a free clinic day.
How well do you know your Ski Areas? If you can name the Ski Area or location of the above photo you’re one step closer to the free clinic day. Simply post your entry at www.psia-rm.org for a chance to be a winner. Deadline for submission is May 10, 2008. Winner will be announced in the summer newsletter. PSIA-ROCKY MOUNTAIN-AASI Rocky Mountain Ski Instructors Educational Foundation
PSIA REPRESENTATIVES
Linda Guerrette - President Western Slope
Michael Melhauser - Vice President Front Range Bryan Olson - Secretary Western Slope
Peter Donahue, Southern District Michael Chandler, Southern District Michael Green Southern District Toni Macri, Member at Large John Buhler, Front Range Joel Munn, Western Slope Kevin Roop, Western Slope Mike Teegen, Front Range Tony Britt, Member at Large
COMMITTEE CHAIRS Michael Chandler - Alpine Chair Patti Banks - Nordic Chair Toni Macri - Snowboard Chair Shawn McDermott - Children’s Chair Jim Hahn - Adaptive Chair Bill McCawley - Member School Chair
Winner from the winter newsletter is Randy Reece. Thanks to all of the members that sent in entries.
Confused about clinic credits to keep your membership current? Here are the details: • Certified, active members must attend at least two days of clinics for credit every other year. • Inactive members must attend at least two days of clinics for credit every four years. Credits must be up-to-date at time of request to change to inactive status. • 25-year members have five years to accumulate their two days of clinic credit. • 35-year members and members 70 years of age or older are not required to attend clinics to keep their membership current. • Emeritus members are not required to attend clinics, however, clinic credits must be up-to-date at time of request to change to emeritus status. If for some unforeseen reason you become delinquent in your clinic credits you are
required to attend the appropriate amount of clinics to become up-to-date. A member may make a request for a clinic waiver. Such request must be submitted in writing to the office with explanation of reason for request. There is no fee for the first clinic waiver. If there is a second request the fee is 50% of the regular two-day clinic fee. A third request would have a fee of 100% of the regular two-day clinic fee. If the request, for a clinic waiver is for a medical reason, a fee will not be assessed as long as there is medical verification. It is expected that the member will attend the required amount of clinics in the next season. If a member is delinquent in clinic credits a $35.00 deposit will be assessed. If the member registers and attends a clinic, the $35.00 will be applied to the event registration fee. If the member does not attend clinics to become current, the deposit is forfeited. Additionally, any member who is not up-todate with clinic credits is in jeopardy of losing certification. Please contact the office if you have questions about your status.
the areas have had fewer H2B visas to work with during this season. Our clinic participation was off to a slow start but the momentum has picked up in February and we’re running strong for the end of the season. The office has fielded many • 2008/2009 dues statements will be requests for traveling clinics which we mailed during the first week of April. were able to deliver on most of them. • National dues are $50 and RM dues This summer we’ll have a close look at are $40 for a total of $90 for 2008/09 our curriculum offerings for next season dues. and make appropriate changes • Please remember that dues must changes to meet our memberships needs. be in the office by June 30, 2008 to We welcome your thoughts and ideas avoid the late fee. on topics or timing of the events. Please • Dues may be paid on-line at http:// email me directly or the office with any www.psia-rm.org. You will need to set ideas. lindaguerrette@aol.com, dana@ up your user name and password, if psia-rm.org or 970-879-8335. you have not already done so, to use this method. • Any payments received after 6/30/08 Ray Allard, PSIA-AASI President without the late fee will be mailed and Chairman of the Board addressed back for the additional late fee. managing diversity in his last article in • If you have had or will be having a the The Professional Skier. The point he change of address, please check your makes about diversity being our strength account on the website to assure that with our organization is invaluable. a valid mailing address is on file at the All of us in the snowsports world work office. in it for various reasons, but I think we would agree that we do it because it is our passion. That passion drives the experiences we have and share with guests. This division’s goal is to offer a positive learning environment that will assist your development personally and professionally. Linda Guerrette
J Dues Reminder J
Notes from the President
First, let me congratulate the new members of the Board. Michael Melhauser re-elected to represent the Front Range, Mike Green will represent the Southern district, Kevin Roop will represent the Western district, and Tony Britt is the Member at Large. Finishing out Andy Hawk’s term is John Buhler representing the Front Range. Thanks to John Anderson, Brian Dunfey, Kris Hagenbaugh, and Andy Hawk for their dedicated time and efforts while serving on the previous Board.
2008, what an amazing season it has
been. I realize that it is not quite over yet, but it will most definitely go down in the memory books. The sliding has been fabulous throughout the year and even more surprisingly it’s been good at all of the ski areas North and South of the I-70 corridor. Work has been plentiful as
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Many of you will be going through the certification process in the next few weeks. I know that you’ve spent hours preparing for the teaching and sliding portions of these exams. All that preparation will instill confidence. Confidence gives us the ability to be composed and when we’re composed, we perform at our best. Best wishes to all of you. Have a great spring sliding season.
6 months in reflection…. Dana Scronek / Executive Director If you had asked me six months ago when I drove over that pass into Steamboat
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Springs what I thought my job entailed it would be a completely different answer then I would give you now. Let’s just say I underestimated a few things… for example the amount of snow they get here in Steamboat! I quickly changed my priorities, got some fatty skies, a fatty snow blower and instituted powder days as “optional” for the office staff. That lasted about a week and I quickly realized every day is a powder day in Steamboat and Carolyn was the only one bothering to show up. So now we ski on weekends and work hard Monday-Friday. Having lost our Education Director in December I was forced to fill that roll in addition to mine. I quickly learned that it was the perfect opportunity for me. It allowed me to be a part of events and exams I otherwise might not have been. I have gotten to know our Ed staff but more importantly, I have gotten to know you…the member. Those of you I have met know I’m quite the talker but this opportunity has given me the chance to listen. With an opportunity to listen I will learn more about what you the member needs from this organization, what benefits you want and what tools you need to be successful. Almost 60 years old, this division holds fast to its history and tradition. We have 7,000 members, we offer over 360 clinics and exams yearly, 200 Examiners and 6 office staff. This year we honor 16 individuals with 50+ years of membership, hundreds of successful candidates at level 1, 2 and 3, we are sending an incredible group of educators to tryout for the National team in Mammoth, those are all milestones that we can celebrate together. I’m thrilled to be a part of this division because all of these individuals share the same passion for snowsports as I do. The interactions I’ve had with all of you inspires me to strive for greatness for this division and continue to follow our traditions while creating new ones. When I left NY, I left behind a Snowsports School full of people that were like family. The thing I underestimated the most was just how quickly I would find a new one in all of you. Keep talking because I’m here to listen.
Kids’s Konnection
Instructor to Instructor
Shawn McDermott
The official publication of
This winter is definitely the season of endless powder snow. This month’s article is a fun series of tips developed by a 10 year old upper level ski class and their instructor, Snowmass kid’s pro Shannon McDermott. They took their “team name” for the week and designed a method for having fun all over the mountain when the deep stuff arrives.
PSIA - Rocky Mountain - AASI P. O. Box 775143 Steamboat Springs, CO 80477 970.879.8335 fax 970.879.6760
P is for Play - It’s OK to have some snow time rolling around
executive director - dana@psia-rm.org office manager - carolyn@pisa-rm.org events manager - eventadmin@psia-rm.org
and playing.
O is for Over the skis - Stay over your skis. Kid’s are light weight and don’t need to be back.
W is for Wow
website - psia-rm.org
- Make it Wow fun versus scary & hard.
D
is for Deep - Let’s see how the skis can go deep like a submarine then bounce up & out.
E is for Eat - Come on, they want to eat some snow, so go for it!
R is for Rest - Take a break because it can be more tiring on them, so go to an easier hill then back into the powder again.
K
is for Keep it Kool - It’s Kool to keep your skis closer together.
I is for Independence - Let the kid’s pick their own path and take the lead (You can follow and pick everything up).
D is for Dolphins – Ski like you’re a Dolphin, come up to breath and then sink back in again.
S is for Snow Spiders – Snow spiders come up in the powder
and try to climb in your boots for a ride, so keep your shins forward to keep them out. So, have you figured out their team name? It’s POWDER KIDS! Hopefully next season continues a tend of epic snow years and we can all go out and have a fun time with our students. Keep your kids involved in the learning process and development of your curriculum and you will all have a great time everyday.
General Information
Submissions of articles, photos or other items for publication are invited. PSIA - Rocky Mountain - AASI members submitting articles of an educational nature with a minimum of 500 words will be reimbursed $100 per published article. Type copy should be double spaced and sent to the editor at the above address. A disk may be submitted along with a hard copy in either PC or MAC formats. All the submitted material is subject to editing. Use of all material will be at the discretion of the editorial staff. Articles are accepted on the condition that they may be released for publication in all PSIA/AASI National and Divisional publications. Instructor to Instructor is published four times per year by the PSIA - Rocky Mountain - AASI divsion. Permission is hereby given to PSIA/AASI and all divisions of PSIA/AASI to copy original materials from the newsletter providing credit is given to PSIA - Rocky Mountain - AASI and the author, and the material is not altered. Articles that contain specific copyright notices may not be reprinted without written permission from the author. Subscriptions: Persons who are not members of PSIA - Rocky Mountain - AASI can purchase a one-year subscription of Instructor to Instructor for $15. Send your name and address along with payment to the above address. Note: Materials published in Instructor to Instructor which have been provided by persons in other than an official capacity, or for official purposes, are the responsibility of the author, and do not necessarily represent the opinions or policies of PSIA-Rocky Mountain - AASI.
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Interviews with the Top Finishers@ RM Regional Demo Team Tryout An interview on the slopes The following Q & A section is a compilation of thoughts by the top 3 finishers in a particular task at the RM Regional Nomination/Selection process, held at the Aspen Highlands in January of 2008. We would like to congratulate the contributing authors for obtaining a level of excellence that inspires and motivates others.
TASK: Skiing fall line bumps with NO ski poles Q: What is/are the critical skill/skills needed for this task and why are they critical? Rob Mahan: You could say so much here; timing of flexion/extension movements, range of motion, retraction/extension movements, tactics, but I really focused on two things that go hand in hand: upper and lower body separation and leg rotation (redirecting the skis). The disciplined upper body gave my legs something to turn under. This helped me redirect the skis and aid in speed control. I remember saying to myself the whole way down don’t stop turning your legs Robby! Dennis Handley: Stabilize yourself, starting with the feet. Do it early and throughout the entire turn to keep continual pressure over the length of ski. Choose a line that parallels your athleticism and your abilities. Q: What are the ideal terrain, conditions, pitch of hill, etc. for this task? Rob Mahan: Wow this was a tough task! The terrain we performed the task on was very challenging, deep ruts in certain areas and a moderate pitch. I recommend starting on the easiest terrain and bumps your
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mountain has to offer and progressively build up to more challenging terrain. The conditions and terrain should be good enough that you can focus on the task versus the conditions. This way you can refine the skills and work on accurate movements. Dennis Handley: Any bumps, any pitch, any time, but consider your own ability when selecting pitch and terrain. If you are new to this – the easier terrain and pitch, the better. Q: What were the sensations that you looked for to let you know that you were succeeding? Rob Mahan: The disciplined upper body was a big sensation for me. If you were to draw a line from shoulder to shoulder and then from each shoulder to your navel you create an imaginary triangle in the upper body (for those of you old enough to remember Syber Vision). This can give something to focus on – sensation and imagination. Dennis Handley: Maintain ski to snow contact as much as possible! Try to keep continual pressure over length of ski throughout the entire turn. Move, move move! You need continual movement through the whole turn to stay over the skis. Q: What were the sensations that you felt that let you know that you were struggling? Rob Mahan: My upper body rotating was the biggest sensation I had when things weren’t going my way. You know the feeling you get when you are twisted up and can’t turn your legs. Another sensation was too much speed. I felt my speed pick up a few times and realized I was getting twisted in my upper body and unable to accurately turn my legs to help with turn shape and speed control. Dennis Handley: When things were not working – I got airborne (like the photo). I also felt my skis split away from each other when I was not moving and balanced over my platform.
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image:cesar piotto
Q: What are some important tips that you would tell your peers/students to focus on with this particular task? Rob Mahan: Stay in the fall line and hold a direct line. No shopping aloud since the task is fall line bumps. Work on rhythm to aid in the seamless link of turns. Speed maintenance is another major aspect. Blending skills helps to develop turn shape and accurate redirection of the skis. Look ahead for good tactics and anticipating larger bumps and troughs. Dennis Handley: Start slowly and ski a line that is high and outside for a rounder turn. Keep moving – do not shop for a turn of float through the bumps. Stabilize from the feet up through the body. Attack the terrain – do not wait for it to come to you. Q: What are 5 fun words that describe this task for you? Rob Mahan: Touch, Inspiring, Humbling, Conquer, Strength. Dennis Handley: Snaky, Silky, Fun, Challenging, Exciting.
TASK: Indoor Interview Q: What is/are the critical skill/skills needed for this task and why are they critical? Ed Sciarrone: Be on time! Best to be early, so that you do not look rushed or distracted. Center yourself. Breathe and focus on
the positives. Think about the things that make you happy and you will share that positiveness.
image:georgie bremmer
Kevin Jordan: Be yourself. I think in any interview situation you will let your personality shine through as long as you are yourself. Make a plan and stick to it. Do not let anything frazzle you. In these interviews, we were asked a perception question. I used real life examples to prove that the particular perception held by the interviewers was wrong or incorrect.
Q: If this was an indoor task how did you set the room and audience up to help aid in your success? Ed Sciarrone: You may not have an opportunity to set the room, but you most likely will sit in front of multiple interviewers. Your body language will speak volumes. Be relaxed and approachable. Eye contact is critical. Speak to all parties as a group and individually. It helps if you can move seamlessly from person to person. Kevin Jordan: The room was already set-up and I sat on the left hand side of my interviewers. I moved my chair so I could better face both of them. I sat in a way where my body was open towards the interviewers. Q: What were the sensations that you looked for to let you know that you were succeeding? Ed Sciarrone: Agreement with your statements from the interviewers. Acknowledgement through eye contact, a smile, and interest in what you have to say. Questions flow without being repeated.
Answers are genuine. Kevin Jordan: I tried to make a connection with my interviewers by looking them straight in the eye as well as be conscious of their body language and reactions to my statements. Nodding heads and smiles are cues that the interviewers understand what you are saying and the feedback is usually positive when this happens. Q: What were the sensations that you felt that let you know that you were struggling? Ed Sciarrone: If there is no smiling, you can sense an uncomfortable or unsure vibe. If the same question is restated several time. Be aware of body language. If an interviewer leans forward and looks interested or intrigued, that is great. If the interviewer continually adjusts their position and does not directly face you, be warned. Kevin Jordan: Anytime the interviewers had a question about what I had said, this was a cue that my statement was not as clear as it could have been. Q: What are some important tips that you would tell your peers/students to focus on with this particular task? Ed Sciarrone: Take time to be thoughtful. Speak about your experiences openly and honestly. Be prepared but do not be rigid or inflexible with your answers. Be prepared to speak about a broad range of topics. Maintain the ability to speak and think abstractly, but also be focused and concise. Kevin Jordan: Be yourself. Make statements and look the interviewer in the eye. Use real life examples to let the interviewers into your life and know about your experiences. After all, this
is your chance to dispel any myths or incorrect perceptions that people have of you. This is your time to show the interviewers who you are. Q: What are 5 fun words that describe this task for you? Ed Sciarrone: Relax. Enjoy opportunities for growth, have fun! Kevin Jordan: Smile, eye contact, tell stories, have a plan and stick to it, and finally if I have not said it yet, be yourself!
TASK: NASTAR Q: What is/are the critical skill/skills needed for this task and why are they critical? Michael Chandler: NASTAR courses have a few things in common. They tend to be short, less steep, and set in what is referred to as a modified GS format (gates are closer than FIS or USSA GS but not as close as slalom.) For that reason good starts are a must. A good start is getting the body out as far in front of the feet without hitting the wand. Just before falling on your face (literally!) the feet should be pulled quickly underneath your body, clicking open the start wand. Then its push for a couple of pole plants and your into the course. Once skiing the course, the key is to be as clean with your line as possible, carving is a must. In a NASTAR course, if you can’t trace a clean line where both skis have passed through, then chances are you will not be fast. All that is left is continuing ALL the way through the finish line. Often times a racer will stand up and stop racing before they actually cross the finish line. Jonathan Ballou: Fore-aft pressure control is important. You need to bend the fore body of the ski to create early pressure. The ability to create inclination at the top of the turn is also crucial in racing. Release your edges after the fall-line and don’t hang on to the turn too long.
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Q: What are the ideal terrain, conditions, pitch of hill, etc. for this task? Michael Chandler: NASTAR courses are set in predetermined locations at participating resorts. Because they are for the majority of the skiing public, they should not be on hills that are too steep or too challenging. The course sets are all single panel, which means no tricky combinations. This makes it easy for even the most novice racer. Even young children find NASTAR to be plenty fun, without being overly challenging. With NASTAR’s age handicapping, anyone can be competitive.
Michael Chandler: Focus on a good start, and CLEANLY carved turns (think railroad tracks.) To just ski “within themselves.” Focus on the finish, and most of all, have fun! Jonathan Ballou: Look ahead. The turn is ‘thinner’ than you think it is. Get off of your edges early and start moving down the hill right after passing the gate. Q: What are 5 fun words that describe this task for you? Michael Chandler: Fun, Challenging, Exhilarating, Measurable, Rewarding.
Jonathan Ballou: The harder the snow, the better the race. Medium to steeper terrain allows for a good race. Gates always help!
Jonathan Ballou: Fast, Acceleration, Athletic, Competitive, Lycra.
Q: What were the sensations that you looked for to let you know that you were succeeding?
TASK: NASTAR - Women
Michael Chandler: A feeling of quick acceleration that continues all the way through the finish line, a feeling that the skis are carving cleanly, with both skis, on every turn. Jonathan Ballou: If I am going fast in the course, I usually have a clear head. I am not thinking of much, except where I want to put my fee in the next turn. I feel the skis working cleanly and I am accelerating consistently. The skis feel as if they flow from edge to edge effortlessly and I feel as though I am ahead of my skis. Q: What were the sensations that you felt that let you know that you were struggling? Michael Chandler: The feeling of a loss of acceleration, the skis breaking grip and skidding sideways, hitting a gate panel too hard or awkwardly. Jonathan Ballou: I felt late. The pressure was at the end of the turn and I felt the need to twist the skis at the top of the turn in order to make the next gate. Q: What are some important tips that you would tell your peers/students to focus on with this particular task?
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Q: What is/are the critical skill/skills needed for this task and why are they critical? Jill Matlock: A good start to get you out of the gate with some momentum. Carving and gliding skills to get around the gates as fast as you can. A tuck or a low position from which you can still make good turns. Cait Boyd: The critical skill needed for NASTAR racing is knowing where you are going! Inspect the course first via sideslipping through the gates slowly looking for any rhythm changes. Then, when racing, look ahead! Line, or the route you take around the gates, and how close you get to the gates are essential to a fast time! Q: What are the ideal terrain, conditions, pitch of hill, etc. for this task? Jill Matlock: The best snow conditions would be a bit firmer than what we had. The soft snow on our race day made it more of what I call a “progressive precision” race. You couldn’t be harsh and be fast—you had to be gentle and precise. A little bit more pitch on the hill would have been nice, too, but it
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worked for us. Having the right wax would have been a bonus too! Cait Boyd: Go early enough in the day so that you have a smooth racing surface around the gates. You want to have as few bumps and ruts from previous racers’ tracks as possible! However, on a fresh snow day, ideally you want to start after a few others have been on the course for a faster gliding surface. Q: What were the sensations that you looked for to let you know that you were succeeding? Jill Matlock: I made a point of finding a tough competitor to race against. My reasoning was that I knew I would ski faster if I had someone fast beside me in the duel. On the second run, I came out of the start behind my competitor, but I caught up to her and passed her on the flats. That was a cool feeling….to know I had picked up speed mid course. Cait Boyd: I was looking ahead, anticipating where the next gate was. I was gaining speed by making most of the turn early and above the gate, and then completing the turn without any skidding. Q: What were the sensations that you felt that let you know that you were struggling? Jill Matlock: No Answer to this one, because I felt comfortable. Cait Boyd: My skis were digging in to the soft snow and I could feel this slowing me down, especially on the flats when gliding on a flatter ski is essential for a fast time. I tried lightening up on my edges for quicker and smoother turns. Q: What are some important tips that you would tell your peers/students to focus on with this particular task? Jill Matlock: Get a good start. Always look ahead to the next gate. Don’t go straight at the gate, but give yourself a little more room to start the turn above the gate. Know where your dueler is, but don’t focus too much attention there….you need to ski your race. Be in the lowest
body position or tuck you can be in, but don’t sacrifice your turn. It always has to be the best turn you can make. A skidded turn in a tuck is slower than a perfect carve standing taller. Cait Boyd: I would encourage my peers to focus on skiing the fastest line they can through the course. To do so would be getting as close to the gates as they can and still make fast carved turns. Sixty percent of the turn should be completed above the gate and forty percent below the gate. Taking students into the race course can be fun! An introduction to learning how to ski around gates, and to go for the gold, would include a good strong skate after going through the starting wand to generate speed. Next, I would encourage students to look ahead for the next gate so they know just where to make the next turn. Q: What are 5 fun words that describe this task for you? Jill Matlock: Exhilarating, competitive, nervous butterflies, a blast, FUN! Cait Boyd: Athleticism, Rhythm, Timing, Wax, Glide.
TASK: On-Snow Movement Analysis
image: katie howe
Q: What is/are the critical skill/skills needed for this task and why are they critical? Will Glaser: First you need to build your understanding of the sport. There are only so many movements the human body can make. There are only certain possibilities allowed by the laws of physics. There are only a handful of ways skis can interact with the snow. If you have this knowledge MA becomes a process of recognizing movements, rather than interpreting movements. Eventually it’s easy to see the patterns and rhythms that make different skiers look the way they do. The next key ingredient is a system to organize the way you talk about what you see. You can have the best eye in the world, but if people don’t understand a word you say,
you aren’t doing the best MA you can. Find a structure for talking about skiing and you’ll be able to talk about what you see very clearly. Developing your knowledge base, and setting a format to use for MA takes a long time!!!! Practice in your lessons. Practice on your peers. Hook up with your local MA guru to get some guidance. Most of all…PRACTICE!!!!!
Will Glaser: This MA was during an exam. I had sweaty palms. My pupils were probably doing some weird stuff too. I was stressed. Again though, having the structure to guide me saved my butt.
Guy Sedillo: I feel that it is vital to have a strong understanding of biomechanics. When you understand how the body moves and is capable of moving, you can identify and easily describe these movements. You must also be able to understand and describe how these movements relate to and affect the skis performance on the snow
Q: What are some important tips that you would tell your peers to focus on with this particular task?
Q: What are the ideal terrain, conditions, pitch of hill, etc. needed for this task? Will Glaser: There is no ideal terrain to do MA on. Because there are so many different skiing situations, and because we all have different backgrounds, we all have preferences for where we’d rather do MA. Guy Sedillo: Ideally you would like good visibility to be able to see as much of the skiers run as possible. Pick a vantage point that allows you to view the skier from below, going past, and going away from you. Q: What were the sensations or cues that you looked for to let you know that you were succeeding? Will Glaser: As I watched my skier coming down, I looked for the bullet points I knew I had to hit. When I spoke about what I saw, I made sure to hit those bullet points again. If you know the bullet points you need to hit, then you can also make sure to hit them. Guy Sedillo: I was looking for nods of understanding from the candidate and from the selectors. Q: What were the sensations or cues that you recognized that let you know that you were struggling?
Guy Sedillo: It always feels like when you are asked a lot of follow-up questions and/ or clarifying questions that you may not be doing as well as you could be.
Will Glaser: Make sure to practice this every chance you get. If your ski school has weekly indoor MA sessions then take the time to attend. If your ski school doesn’t offer this, then take the time to set it up. These clinics are a great chance to get out in front of your friends and coworkers and fudge it a little bit. Indoor clinics are a great place to learn what you already know and do, and what you need to know and need to do. Play around with it when you’re on the hill too. Take the time to watch skiers from the lift. If you have a hard time seeing one movement or another, spend some time only looking at that movement. If you need to work on how you phrase your commentary, work that out in your head. Just take the time to get what you need!! Guy Sedillo: Organize your thoughts so that you can be clear and concise when you present information. When describing body performance, be body part specific. When you’re describing ski performance, identify what part of the turn that is being affected by the body performance. It is also very important to be non-judgmental and to not attach emotions to your descriptions. Q: What are 5 fun words that describe this task for you? Will Glaser: Challenging!! Goal setting. Stimulating. Understanding Guy Sedillo: It was very EXCITING to watch skiers perform at their best. Although I was a bit ANXIOUS about having to be in the spotlight I quickly became more CONFIDENT in my abilities. In the end I went away feeling SATISFIED that I had done my best and was able to FOCUS
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on the next task at hand. A special thanks goes to Megan Harvey for conducting and compiling these interviews and bring us this very well thought out morsels of advice from these professionals.
EXPERIENCE AND LEARNING (EAL) Joan E. Heaton
“Hey Shawn, be sure you do the Student Centered Approach (SCA)!!” It was during the 1987 Interski in Banff, Canada, when I called this reminder to Shawn Smith as he and the rest of our Demonstration Team skied by me on their way to do the teaching segment for the United States. “Don’t worry, Joan, we will!” was his reply. My presentation of the Styles of Teaching at the National Academy in 1982 helped to advance the move of our class focus from the teacher to the student. With the inclusion of the cognitive teaching styles, Guided Discovery and Problem Solving, into our teaching skills, our classes had to become interactive. This shift was truly from Command to Discovery! Still, as avid educators, we continue to search for as much information on the teachinglearning process as we can. Approximately seven years ago the Technical Director of our snow sports school asked me to do a presentation for our school on Experiential Teaching. Experiential Teaching seemed to be the buzz phrase of that year. In my preparation and research, I did not find as much information on Experiential Teaching as I did on Teaching for Experiential Learning. I made the executive decision that the information on Teaching for Experiential Learning would be the information that I would pursue for my presentation. In so doing, I have come upon what I think to be the best description of Teaching for Experiential Learning that I have seen.
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I am certain that direct experience and practical application are essential components of the learning process. My research led me almost immediately to the work of David A. Kolb. Dr. Kolb, a professor in the Department of Organizational Behavior in the Weatherhead School of Management at Case Western Reserve University in Cleveland, Ohio, began work on his Experiential Learning Theory (ELT) in 1971. This is the theory that he thought would provide a holistic model of the learning process. Professor Kolb presents a four-stage cycle: the first is a Concrete Experience that serves as the basis for the second stage of Observation and Reflection. These observations are assimilated into a theory for which new implications for action can be deduced. This assimilation into a theory is Kolb’s third stage, Formation of Abstract Concepts and Generalizations. These implications then serve as guides interacting to create new experiences, ergo- stage four, Testing Implication of Concepts in New Situations.3 This said, we see that effective learning has four ingredients that call for four different learning abilities. Experiencing the concrete relies on the felt qualities, on our senses (the Feeler); the reflective observation indulges the Watcher while the Thinker follows the abstract concepts with thinking and analysis. Finally, these reflections are assimilated and distilled into abstract concepts for which new implications for action can be drawn. These implications can be actively tested (the Doer) and serve as guides in creating new experiences. In our work, we refer to these four stages as: (1) concrete experience, (2) observation, (3) modifying the task, (4)testing. In the first stage, an action is carried out and this action serves as a place from which to begin. This place is determined by what sensations or feelings are identified by the student as being associated with the outcome of the action. Without this association, the student has no reference as to where s/he is; therefore, attempts to
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move to another place are haphazard at best. In the second stage, the student (most likely with the help of the teacher) observes the effects of that action and compares what happened (actual outcome) with the desired outcome. If it is decided that the actual outcome is different from the desired outcome, the student then enters the third stage, which is an analysis to determine a new and different approach (modifying the task) in an effort to achieve the desired outcome. The last stage is the application of that new action as the student attempts to achieve the desired outcome. Most of us have experienced this learning process some time in our lives. In the setting of learning to ski, think about it: you are skiing down a slope and you attempt to do ‘something’. Upon immediate reflection you decide that the outcome you wanted did not occur. In a quick analysis, you decide that in the next attempt to accomplish that particular ‘something’, you will make ‘x, y, z’ changes. The time comes and you perform the modified ‘something’. Immediately after this attempt, you decide if the outcome you wanted was accomplished. This process repeats itself over and over as you ski down the hill. If I am right, to some degree, you are experiencing the process of Experiential Learning. Some learners instinctively use this process in learning to ski. - they feel, they reflect, they analyze, and they try again. Now, with guidance from an instructor, as the student performs a task, the instructor can help him/her observe what happens, compare what happens to what s/he wanted to happen, and then, help him/her modify the task. Once the student attempts the modified task, the instructor can once again assist with the observation and analysis until the student gets the desired outcome. What is important to remember, however, is that unless the student has the “concrete experience,” i.e. associates a sensation with an outcome, the experiential learning process cannot begin. As an example, imagine you are skiing down a slope and you are trying to perform a series of carved turns. Upon completing the attempt, as your instructor, I would begin by asking you, “Were you
skidding or carving?” Your answer sets up several possible scenarios. If you answer, “I was carving,” and, if you were actually carving, I would confirm that outcome and no other action would be necessary. However, if you were actually skidding, then I would let you know that whatever you felt was skidding rather than carving. You can now associate whatever sensations you had with skidding. My next step as your instructor is to help you decide how to modify the task so that you have a better chance of getting the ski to carve. You could then try the modified task and the process would repeat itself. Your answer might also have been, “I have no idea.” In that case, my job, as instructor, is to help you recognize what you felt when you tried to carve those turns, and associate those sensations with whatever happened. I would help you focus on what feelings/sensations you had during the performance until we identified ‘some’ feelings/ sensations with which to begin our analysis. It is abundantly clear that if you can’t feel/tell what happened, you won’t be able to consistently repeat what you did, or consistently modify your behavior to achieve a better result. As the instructor, my goal, then, is to get you to learn to recognize when you feel your ski skid and when you feel it carve. With these feelings, you can cause your ski to skid or carve at will. It is crucial to the process for the student to have a concrete experience. Whatever the feelings/sensations might be, the student must be able to associate those feelings/sensations with the experience. Helping the student to establish this concrete experience, or starting point, may be an early challenge for instructors in the Teaching for Experiential Learning process. Since not every learner is a willing Feeler, those who are not can, in fact, resist learning in this style. The same can hold true as the learner experiences learning as a Watcher in the observation stage, as a Thinker in the analysis stage, and as a Doer in the testing stage. However, the power of the model lies in the fact that learners can and will experience learning in all four styles and not just in their dominant learning style. In order for experiential learning to take place, the learning
environment created needs to provide for the total involvement of the student (physically, mentally, emotionally, and actively) in the learning process.1 How better to involve a student so totally in the process than to have him/her experience learning in all four learning styles! A second challenge in this process for instructors is determining how best to modify the task in an effort to change the actual outcome into the desired outcome. In-depth knowledge of the subject matter at hand is required in order to think of ways to modify the tasks. But, since each task will be unique unto itself, the instructor needs to create a task that services the moment at hand. Although it is possible to use a ready-made task, I feel that, in time, instructors will find that designing tasks to fit each situation will become a natural part of the process. The goal is to help the learner experience the feelings/sensations that are associated with the desired outcome. The ultimate goal, then, is for you, the learner, to experience the feelings/ sensations that you need to feel in order to accomplish what you want to do when you want to do it. My job as the instructor is to help you find your way of doing what you want to do. While it is certainly understood that appropriate movements are a fundamental part of good skiing , in the experiential learning process, there is generally little discussion of ‘which body part should go where.’ Rather, the appropriate movements for each individual are allowed to evolve as part of the learning process. It is universally recognized that everyone is different and the unique physical characteristics of each person affects the performance of the same task in different ways. Each person needs to find his/ her way to perform what s/he wants to perform. Discussions of body parts often lead the learner into moving mechanically or robotically. When this happens, skiing becomes a checklist of positioning body parts with little regard to the needs and requirements of the various situations in which we find ourselves. In summary, while the teacher’s role in experiential learning is predominantly
in helping the learner decide whether or not the outcome that occurred was the desired outcome or the actual outcome, and also in formulating a new action to bring about the desired outcome, the teacher’s most important role is to help the learner to recognize, to identify, and to associate the feelings/sensations that occur during the attempts. Once the feelings/ sensations have been identified and the Concrete Experience has been established, teacher and learner can proceed through the model of feeling, observing, analyzing, and trying again. Of course, it is acknowledged that the comfort level of the learner will be better served when his/her dominant learning style is in use. But, in order for the total involvement of the learner to take place, the learner needs to take the ‘leap of faith’ and experience learning in every learning style, dominant or not. When working with the Teaching for Experiential Learning Model, any of the teaching styles (Command, Task/Practice, Reciprocal, Small Group, Individual, Guided Discovery, Guided Exploration, and Problem Solving) can be used. As always, the style used becomes a matter of choice and/or the best educated guess the teacher can make to accommodate a particular teaching/learning situation. Teaching for Experiential Learning is yet one more way to present, to teach, and/or to help students learn. Let’s add this one more way to our repertoire. Good luck!! Glossary of Terms: 2 Experiential Learning – learning based on or coming through experience. It is learning that occurs as a result of evaluating the association of specific feelings/sensations with outcomes of an activity and the subsequent refinement of these associations to produce a desired outcome. Teaching for Experiential Learning - A process of teaching that is based on the Experiential Learning Model developed by David A. Kolb. The process brings a student through all four stages of the Kolb model, in their defined order. It requires that the student be totally (physically, mentally, socially and actively) involved in the learning process. Its strength lies in the development of a student’s ability to
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learn in all four learning styles. Concrete Experience – the association of a feeling/sensation with the actual outcome of an activity. Actual Outcome – the events that occur as the learner attempts to achieve the desired outcome of a particular activity. Desired Outcome – an outcome that meets all the criteria of the intended outcome set forth by the learner/teacher. References 1. Heaton, Joan, and Vigani, Jim. “A Framework for Teaching for Experiential Learning.” Albany: PSIA- E, Snow Pro: Winter, 2001. 2. Heaton, Joan, and Vigani, Jim. Glossary of Terms. 2003. Based on our study of David A. Kolb’s work in Experiential Learning, we have formulated these definitions for more comprehensive use in the teaching of skiing. 3. Kolb, David A. and Fry, R. “Toward an Applied Theory of Experiential Learning.” in Gary Cooper, ed. Theories of Group Processes. London/New York: John Wiley & Sons, 1973. Edited by Jim Vigani. Jim is a PSIA-E Division Clinic Leader, Technical Director, and Teacher Trainer for the Windham Mountain Snow Sports School in Windham, New York. Joan Heaton is an Education Consultant and Teacher Trainer for the Windham Mountain Snow Sports School in Windham, New York.
Let’s Go Freeriding By Travis Crooke What does it mean to freeride? It’s a movement that is taking the industry by storm, and yet when you think about it, freeriding is pretty hard to define. It’s a way of life as much as it is a style, and yet it is partly expressed by what it is not. Freeriding is not racing, but many freeriders end up going quite fast. It’s not mogul skiing, though there are plenty of
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bumps and jumps involved. It doesn’t have to be out or in bounds. You don’t freeride in the park, but it’s taking the skills you practice in the park, and using them to ski the mountain in a natural and independent way that expresses who you are as a skier or rider. Freeriding is skiing at its most basic core with enough flair to satisfy popular appeal. Boarders and skiers are involved with the freeride movement, but for the sake of this article, I’m going to address skiing.
you make. If the trail has been skied, try making small turns that ski over the powdered push piles. Use the icy patches between piles as markers. Thus, shape round turns over piles and around icy patches. Conversely, if you have an expansive trail that has not been skied yet that day, open it up and make turns based on the macro rises and falls of the trail. Study a slalom or GS course, and you will notice that most courses are set up to account for the shape of the trail as well!
Why would you want to get into freeriding? This style of skiing is great because it gives you a fresh perspective of your mountain and allows you to ski it in a new way that reveals your personal expression. It also allows you to break the mold of skiing the same run, the same way over and over again. In addition, freeriding is worth investigating because it brings you back to the whole reason we all ski; its fun!
First, practice this visualization of your path down the hill, then see if you can add a few moves here or there to make it more exciting. For example, don’t just blast off of a roller. See if you can time your turns so that you are initiating your turn as you reach the roller. Do a “leaper” turn as you crest the knoll. Now you are using the undulations of the mountain to your advantage. Its fun, looks great, and uses less energy because you are incorporating the terrain to help shape turns instead of fighting it. It is also safer because “leapers” should be performed at slower speeds, allowing you to ensure that other skiers are not hidden beneath the crest of the roller.
Ultimately, the best freeriders in the world are dropping cornices switch and throwing big 540s. They ride near vertical spines and appear to spend as much time backwards as they do forwards. Freeriding is the refusal to accept repetition. It is about looking downhill, and treating each run differently because each run is shaped in its own unique manner. However, you’re not going to huck a 30 foot cornice your first run this year, so let’s start small and work our way bigger. Change Your Perspective In order to develop the skills that will take you into the big backcountry realm of freeriding, use your resort as a training facility. To begin with, start looking at your mountain in a different light. Do not look down a trail and calculate how few turns will get you to the bottom. Study the trail for natural features instead. Look for undulations where the hill rises up for a brief moment. See if you can find those natural berms that love to be slashed. Take the time to find the secret little side trails, and use push-piles as opportunities, not problems. See your turns ahead of time, and allow the mountain to dictate what size turn
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Practice Like You’ve Never Done Before Having control of your skis is crucial, so fun drills that help with precision are the way forward. Pivot- and side-slips enhance skills, but take the excitement out of your day. Instead, while skiing a hill, see if you have the fine tuned precision to side slip an ice patch while maintaining balance. Next, see if you can side slip a push-pile or the spines that form on the side of a trail towards the end of the day due to skier’s slough. These slipping techniques will help you in tight couloirs and improves balance. In addition, you look pretty cool if you can incorporate a “grind” in the middle of a run. Be cautious though, catching a downhill edge on a push pile can hurt when you fall! Take this skill one step forward and start doing some “switch” pivot-slips. Start with traditional pivots, and then take it a step beyond. As you pivot from side to side, continue pivoting 180 degrees so that you are now facing up the hill as you slip down the gravity zone. Now do some pivots while you focus up the hill instead of
down it. Pivot back to a traditional stance after a few turns. Finish up your drill by doing a few 360° butters. In other words, pivot all the way uphill and continue around so that you have twirled all the way around back to your original downward facing position. To do this, you will enrich edging and balance skills. Your peripheral understanding of the hill will progress and you will enhance your fine tuned rotary skills. Going backwards isn’t necessarily a bad thing either. It can break your routine and adds some excitement to your skiing at low speeds. We just discussed slipping downhill while focusing uphill, take it one step further and actually ski backwards, or “switch”. Start slow and don’t be afraid to make a bit of a wedge to control your speed. Peer over your downhill shoulder to spot your direction of movement. Decrease your wedge as you grow more comfortable. Remember, the same laws of physics apply to your stance, you simply need to switch
everything in the other direction. Now that your heels lead the way, make sure to pressure the back of your boot so that your mass continues moving down the hill. Don’t allow a huge tip lead to sneak into your switch skiing because your balance will be compromised. As you improve, you can start to include “cross-overs” (Similar to the hockey term, this is when you transition from a forward facing position to a switch position, and vice-versa.) more readily and it looks extremely stylish. Having the confidence to ski backwards is crucial because you increase your foreaft balance, and it provides more options to express how you want to ski the run. Practice backwards skiing in slow environments with few others present to avoid collisions in the early part of your development. I still rarely ski backwards in busy intersections simply because it makes others nervous and is a distraction.
Spend time “jibbing” the trail and exploring your options. Eventually you will start to internalize some of these skills and you won’t think twice about popping off of a roller. Don’t be afraid to stray from your routine and try new ideas. Be free to express yourself and play with your movements. The more comfortable you become on skies through various maneuvers, the more versatile you will become as a skier. As an aside, go back to traditional pivot-slips and see if your rotary skills have improved. Soon you’ll be dropping switch cornices and it won’t seem a big deal. Be safe, and don’t forget that skiing is ultimately about having fun. Essentially, anything that is fun and self-inspired takes you into the realm of freeriding!
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The End Of An Era! By: Mike Powell
Karl has been a certified instructor longer than many of us have been alive, getting his EUSSA Level 3 certification in 1956, followed by his RMSA Level 3 in 1973.
Wow … when I sat down with Karl Lepping to write about his fantastic career in the ski industry (and the end of that saga), I had no idea of what a pleasurable ride I was in for. For starters, Karl is celebrating his 50th year as a ski instructor with PSIA (56 years of formal ski instructing). That alone is a remarkable feat … and a dream of many. He chose to close out his ski instructing career at the Sunrise Ski & Snowboard School (in Arizona), where he has been an instructor since 2000. What an honor! And yep … we have great snow in Arizona.
Cert 3 Class … 1956 … Mt Telmark, Wisconsin Karl is the one on the right.
He was also an examiner for 8 years while belonging to PSIA-C.
Examiners Meeting … 1964 Big Powder Mt, Michigan … Karl is in the center (brown sweater) … Sunrise Ski & Snowboard School … 2007 Earl Hill (Director), Karl & Timmer (Asst. Director)
Karl started his love for skiing in the late 1940’s as a Minnesota ski jumping champion, and later as the ski team captain at the University of Minnesota. In 1952 he experienced some fantastic ski training out west in the Aspen area. After a stint with the Army (1954), Karl used his growing knowledge of skiing to work as both a ski school director and instructor at many locations in what is now PSIA-Central Division (1950’s, 60’s, 70’s, and 80’s), interlaced with a few job opportunities out west (Red River, Keystone and Copper Mountain in its first year of operation). How exciting it must have been to see the ski industry grow over that period of time … and to be an integral part of it. In the 90’s Karl worked as a ski instructor at Deer Valley, Copper Mountain and Purgatory.
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Enough said! Karl has certainly added to the legacy of the ski industry … if nothing more than for the lives he touched while passing on his love for the sport of skiing. Some people live to dream big! Karl not only dreamt big … he lived his dream. What a fantastic legacy.
Office Update Dues are coming up for the 2008/09 season. In order to pay dues online go to http://www.psia-rm.org, login and you will see information about paying dues. Those who pay dues online before the statements are mailed will not receive a paper dues statement.
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If you have not created a user name and password at the site – it’s easy. 1.Go to the site: http://www.psia-rm.org. 2.On the left-hand side of the screen below the menu and ‘become a member’ link, you will see ‘already a member?’ with a login button underneath it. Click this button. 3.Skip the two boxes with the blue bars above them and go to the next sentence: “If you have not set up your online account, click here”. Click that link. 4.On the page that comes up, enter your RM ID number in the first box and your birth date in the second box. Be sure to use the format that is shown for the birth date: MM/DD/YYYY. You need two digits for the month, two digits for the day and all four digits of the birth year – with the forward-slashes as separators. 5.Create your user name and password. Write it down for safe keeping and to refer to later. Some members have suggested writing it on the back of the member ID card. Once you are logged in, you may update your contact information at your personal page on the site – mailing address, telephone numbers, member school affiliation and e-mail address may be updated. You may also change your password. There is a place to indicate your preference for receiving the newsletter and curriculum guide. The two choices are: 1. to receive these items by postal mail or 2. view them online at the RM website. If you have not already done this, please indicate your preference. Confirmations for events are now e-mailed to participants that have e-mail addresses on file. It is important to update your e-mail address if it changes so that you can get the information you need for events. The confirmation details are also online at the site. In the menu there is a ‘Confirmations’ page link. You must be logged in to view the information contained there. Once there, choose the Event for which you are registered; e.g. Snowboard Event at Vail. When you choose the event, all of the clinic or exam days will show. Choose the one you want and the details will open on a new page. If you need further assistance with these processes or anything else, please call the office at 970-879-8335.
PUBLISHED EDUCATION MATERIALS Description
Prices
Core Concepts Manual Park and Pipe Instructors Guide
$24.50 $24.00
Alpine Alpine Technical Manual, 2nd Edition Tactics for All Mountain Skiing Alpine Stepping Stones Pocket Guide Alpine Movement Analysis Pocket Guide PSIA-RM Skiing Standards DVD, 2004 Complete Encyclopedia of Skiing on CD PSIA-RM GCT Handbook Brilliant Skiing by Weems Westfeldt
$24.95 $29.50 $9.50 $5.50 $15.00 $10.00 $7.00 $10.00
Adaptive Adaptive Snowsports Instruction Manual Adaptive Functional Skiing DVD
$24.50 $10.00
Children’s Entry Level Guide for Children’s Instruction $9.50 Children’s Ski & Snowboard Movement Guide $12.50 Nordic Nordic Technical Manual PSIA-RM Fresh In Tele Gence DVD
$22.00 $24.95
Snowboard Snowboard Manual AASI Snowboard MA Handbook 2004 AASI Standards DVD
$24.95 $14.50 $10.00
From Instructor to Instructor Newsletter Policies and Rates The official newsletter of the Rocky Mountain Division is published four times per year with an average circulation of 6000. The schedule for submission of articles and advertisements is listed below. ISSUE Fall Winter Spring Summer
SUBMISSION DEADLINE August 10 November 10 February 10 May 10
DELIVERY September December March June
CLASSIFIED AD RATES • Classified rate for members is $15 for up to 200 characters, and $2.00 for each additional 50 characters. Maximum ad length is 400 characters. • Classified rate for non-members is $30 for up to 200 characters, and $4.00 for each additional 50 characters. Maximum ad length is 400 characters. DISPLAY AD RATES • Ads submitted must be camera ready or in digital format. • All ads will be printed in black and white only. • No ads cancellations will be accepted after the submission deadline. SIZE PRICE 1/12 page $60.00 1/8 page $90.00 1/6 page $115.00 1/4 page $175.00 1/3 page $220.00 1/2 page $330.00 2/3 page $420.00 3/4 page $475.00 full page $600.00
Tax, shipping and handling fees will be added to all orders. (Shipping via US Postal Service.) Please call the office for details or visit the website to place an order: www.psia-rm.org / Products/Bookstore.
WIDTH x HEIGHT 2.5”x 2.5” 2.5”x 3.75” 2.5”x 5.0” 2.5”x 7.5” or 3.75”x 5.0” 2.5”x 10” or 5”x 5” or 7.5”x 3.35” 5”x 7.5” or 3.75”x 10” 5”x 10” or 7.5”x 6.67” 7.5”x 7.5” 7.5”x 10”
WEAR YOUR PIN!
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EMPLOYMENT OPPORTUNITIES
ARE YOU READY TO GO FURTHER? Angel Fire Ski and Snowboard Schools are currently accepting applications for the following positions: PSIA Level 1, 2, and 3 certified Ski Instructors AASI Level 1, 2, and 3 certified Snowboard Instructors New Ski and Snowboard Instructors Angel Fire offers competitive pay, great training opportunities, and limited employee housing. Please fill out an online application at www. angelfireresort.com or mail your resume to: Angel Fire Resort Attn: Ski and Snowboard School PO Box 130 Angel Fire, NM 87710 505-377-4287
Experienced Adaptive Ski Instructor Challenge Aspen is seeking qualified instructors for its adaptive ski program. Applicants must be team players, flexible and willing to work with persons having various disabilities in a one-on-one lesson environment. Alpine and Adaptive Level 1 PSIA or ISIA certification preferred. Pre-employment drug testing is required.
TRAINERS
TRAINERS TRAINERS GUIDES
It’s easy to see what we’re looking for – ski instructors with diverse backgrounds and experience to train our volunteers who guide our VIPs (visually impaired participants)
• Instructor positions available both full-time and part-time in Adult, Children, Ski & Snowboard. • Supervisory positions available. Please send resumes to keystoneskiandride@vailresorts.com or call 970-496-4946 www.skijob1.com
Foresight Ski Guides, Inc., the nonprofit organization that guides blind and visually-impaired skiers in Vail, is hiring 2 full-time experts to train our volunteer guides during the 2007-08 season. Trainers work with our Senior Guides who have more than 25 years experience guiding blind skiers, our committed volunteers and our VIPs at Vail and Beaver Creek. Adaptive Level 1 PSIA certification is preferred. Pre-employment drug testing is required. Join our fun team and make a difference in the lives of our remarkable skiers. Please send resume and references to: Mark G. Davis, President mark@foresightskiguides.org
Please send resume and references to: Challenge Aspen P.O. Box M Aspen, CO 81612 Attn: Sarah Williams 970-923-0578
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It’s a new era at the Keystone Ski & Ride School and we’re looking for great people to teach great lessons. If you like to think in terms of what’s possible, this could be for you!
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PO Box18944 Denver CO 80218-0944 Toll Free 866-860-0972 We’re always looking for experienced guides, too! Visit www.foreskiguides.org
Sandia Peak Ski Area, located 30 minutes from Albuquerque, is accepting applications for ski and snowboard instructors. Part-time and full-time seasonal positions begin mid-December through midMarch. An interest to instruct and work with children as well as adults a plus. Guest-centered attitude a must! If you are interested in joining our team, please contact: Susanne Long Keniley, P.O. Box1424, Sandia Park, NM 87047 or skeniley@gmail.com
Winter Park Ski and Snowboard School Employment Opportunities! The Ski and Snowboard School at Winter Park Resort is hiring for ski and snowboard full and part-time instructor positions. Please visit the employment page at winterparkresort.com to review current job postings and submit an application!
SKI & RIDE SCHOOL OPPORTUNITIES! Adult and Youth Snowboard Instructors Adult and Youth Ski Instructors Go to www.coppercolorado.com for details and to apply. Call 970-968-3060 with questions.
Do you have a passion for the outdoors and a love of working with people? Would you like to work with a team of fun-loving skiers and riders? Do you crave a position that offers a chance to positively affect people's lives? If so, consider joining the full or parttime professional staff at the world's largest ski and snowboard school for individuals with disabilities - National Sports Center for the Disabled (NSCD) located at Winter Park Resort.
1.Great training 2.Excellent work environment 3.Fun atmosphere Feel free to contact us at (970) 726-1553 with any questions you may have.
JOIN OUR DYNAMIC TEAM OF SKI/SNOWBOARD INSTRUCTORS Excellent Training program, competitive incentive based pay system and an exceptional mountain on which to work and play.
CB Mountain Schools Have you ever thought about teaching at Crested Butte? Now is the time to join our growing school. Enjoy the challenge of our famous terrain. Pursue your next level of certification with our dedicated and talented training team. Contact: Charlie Farnan Director, CB Mountain Schools cfarnan@cbmr.com 970-349-2309 Business Office
SKI AND SNOWBOARD INSTRUCTORS, TECHS, AND CUSTOMER SERVICE REPS
Steamboat Ski & Resort Corporation is looking for the following positions for the upcoming winter season: • Certified Ski Instructors. • Non-Certified Ski Instructors. • Certified Snowboard Instructors. • Non-Certified Snowboard Instructors. • KVC Ski Instructors for pre-school children.
Applicants must be at least 18 years of age, have a desire to work hard, and possess a current Level I PSIA/ AASI certification (at a minimum). Benefits include free skiing at many Colorado ski areas and the knowledge that you are making a true difference in people's lives. Log onto our website at www.nscd. org to find out more about NSCD! Please send your letter of interest and resume to: NSCD Beth Fox PO Box 1290 Winter Park, CO 80482 Fax: 970-726-4112 E-mail: bfox@nscd.org
Visit our website at www.steamboat.com and look under employment or call: Human Resources Steamboat Ski & Resort Corporation at 970-871-5132 We Are An Equal Opportunity Employer
Spring PSIA-RM PSIA-RM 08 PSIA-RM|||AASI AASI AASI (21) (15) (3)
Are you looking for new challenges and professional growth? We are hiring Certified Alpine, Snowboard, Nordic and Adaptive Instructors for the 2007-2008 season. Teach at Vail or Beaver Creek and be part of a team that enjoys exceptional teaching and training opportunities. We offer programs for Alpine Adults; Alpine Children (7 - 14 & 3 - 6 years). Snowboard Adults and Children (7- 14 years); Nordic and Adaptive. PLEASE CONTACT US AT: Vail and Beaver Creek Ski & Snowboard Schools P.O. Box 7 V36 (Vail) OR P.O. Box 7 B37 (Beaver Creek) Vail, CO 81658 Ph: 970-754-4303 Fax: 970-754-4377 Website: www.vailbcschools.com Beaver Creek Domestic and International Applicants: ccheatham@vailresorts.com Vail Domestic and International Applicants: jmhill@vailresorts.com Full and Part Time Positions Available With Excellent Benefits EEO/AA
SKI INSTRCTOR TRAINER/SUPERVISOR Responsibilities include teaching children and adult group and private lessons, providing pre-season & on-going staff training, running line-ups, and handling guest concerns. Must have a strong personality and work ethic. High School diploma or equivalent (GED) required. Five years full-time ski instructor and at least PSIA Level 2 certification or equivalent skill are recommended. Children’s accreditation preferred. One-year supervisory experience, demonstrated leadership and management skills, and strong background in guest service are desirable. The salary for this position will be based on qualifications and experience. Please send resume and cover letter to lessons@echomt.com Any questions regarding this position, please contact Ski and Ride School Director Mitch Beede at 303.325.7347 x4
(20) (1) PSIA-RM | AASI (16)
Spring 08
Telluride Ski and Snowboard School is currently accepting applications for
Children’s Program Manager Job Includes overseeing all aspects of leadership, administration, staff m anagement and guest interaction regarding all children’s programs. Children’ s Programs include Children’s Rental Department, 3 year o ld indoor and ski p rogram, 4-6 year o ld ski program and 7-12 year old ski program. Children’s Manager a lso a ssists i n monitoring all aspects of revenue generation to meet or exceed budget expectations. Ski and Snowboard Instructors PSIA Level 1, 2, and 3 Certified Ski Instructors AASI Level 1 , 2 , and 3 Certified Snowboard Instructors For more information visit our website at www.TellurideSkiResort.com and look under employment or call Nicholas Herrin Assistant Ski School Director nherrin@tellurideskiresort.com 970.728.7501
A Free Weekend Day for Professional Ski Instructors of America Association Members.
WELCOME TO THE SIGNIFICANT ORGANIZATION SAVINGS PROGRAM. Your membership with PSIA Rocky Mountain AASI offers you a 15% 20% discount at participating Clarion, Quality, Comfort Suites, Comfort Inn, Sleep Inn, MainStay Suites, Econo Lodge, and Rodeway Inn hotels Call the convenient toll-free telephone reservation number ( 1-800-258-2847)
Simply present this coupon. As a Professional Ski Instructors of America Association member, you can save big every time you rent from Avis by
Advanced reservation required.
using your Avis Worldwide Discount (AWD) number T453600. And now you can save even more! Through December
Use your special membership number below when making hotel reservations
31, 2006, you can enjoy a free weekend day. Simply provide coupon number TUGA872 when making your reservation, and be sure to present this coupon at check-in. Try Avis and you’ll agree that our We try harder® service makes your
PSIA-RM #00801975
rental experience fast and easy.
Visit Choice Hotels online WWW.CHOICEHOTELS.COM
For reservations, see your travel consultant, log on to avis.com or call Avis at 1-800-831-8000 To save every time you rent, always provide your Avis Worldwide Discount (AWD) number T453600. Terms and Conditions: Coupon of one weekend day free of the daily time and mileage charges applies to the third consecutive day of a minimum three day weekend rental on an Intermediate (Group C) through Full Size 4-door (Group E) car. Weekend rental period begins Thursday, and car must be returned by Monday 11:59 p.m. or a higher rate will apply. Saturday night overstay is required. Coupon must be surrendered at time of rental; one per rental and cannot be used for one-way rentals. May not be used in conjunction with any other coupon, promotion or offer, except with your member discount. Coupon valid at participating Avis locations in the contiguous U.S. and Canada, except the New York Metro area. An advance reservation is required. Offer may not be available during holiday and other blackout periods. Offer subject to vehicle availability at the time of rental, and may not be available on some rates and at some times. Renter must meet Avis age, driver and credit requirements. Minimum age is 25, but may vary by location. Taxes, concessions recovery fees, customer facility charges ($10/contract in CA), optional items and other surcharges may apply and are extra. Rental must begin begin by by 12/31/2006 12/31/2008 Rental must Avis features GM vehicles.
Rental Sales Agent Instructions. At Checkout: • In AWD, enter T453600. • In CPN, enter TUGA872. RA# ______________________ Rental Location _____________ • Attach to coupon tape.
Coupon # TUGA872
© 2005 Avis Rent A Car System, Inc.
image: linda guerrette
cancellations and switches Here is a reminder of the cancellation and switch policies: • No
additional fee if registration is cancelled or switched before the published deadline date. cancellation or switch fee if the registration is cancelled or switched after the published deadline date but before the event. • The 50% fee will be waived if you provide a person, at least one week before the event, as your replacement for a cancellation or switch. • 100% cancellation fee if registrant cancels or is a “no-show” on the day of the event. • Medically verified cancellations will receive a 100% refund IF a written doctor’s verification and request for refund is received in the RM office within 15 days after the event. • 50%
NOTE: EVENTS CAN FILL UP BEFORE THE PUBLISHED DEADLINE DATE.
Please be aware that these are the policies and will be adhered to under all circumstances. THANK YOU.
Spring PSIA-RM PSIA-RM 08 PSIA-RM|||AASI AASI AASI (17) (21) (3)
In Memory On Saturday, March 22nd, Serge Couttet passed away. Serge has been a long time member of the PSIA. He ran the Loveland Ski School for over 30 years. Many people will remember Serge for his dedication to the skiing industry. Serge was a very active member of our organization, he was a well know examiner and chief examiner for the PSIA. Serge has been battling a number of medical problems for the last few years. He retired from skiing some 7 years ago. A memorial for Serge will be this Saturday, April 5th from 3 to 6 pm at the Loveland Valley lodge. Ralph Waldo Emerson said you have succeeded if you leave the world a bit better. If that is the case, then Serge Couttet was very successful.
(20) (18) PSIA-RM | AASI