INSTRUCTOR TRAINING HANDBOOK

Transcription

1 INSTRUCTOR TRAINING HANDBOOK

2 SUMMIT LEARNING CENTER MISSION The Summit Learning Center mission is to create life long skiers and riders by providing high quality instruction and to have fun while doing it. We teach alpine skiing, telemark skiing and snowboarding. We give instruction for people of all abilities and all ages starting with 4 years old (younger skiers may have private lessons). More than 60% of our lessons are ages 13 and under. This handbook is meant to serve as a basic guide for teaching these sports on the terrain of the Summit at Snoqualmie. It includes teaching ideas, as well as specific terrain considerations for the different areas. This handbook also includes children specific topics. We specialize in creating memorable moments by connecting with each and every guest through a convenient, fun, outdoor escape. Summit Contacts: Summit main line Summit Learning Center Info Private Lesson reservations Registrar x6502 Summit West SLC Instructor/lesson hotline x6501 Summit Central SLC x4502 Kids Club Kids Corral x4500 or 4501 SLC Alpental West Patrol x6556 Central Patrol x4555 Alpental Patrol x5555 Security Human resources x

3 SKIING and SNOWBOARDING LEVELS Students come to us with a wide range of abilities. Often, our students have a general idea of their skiing and/or snowboarding abilities. Our brochure and registration forms provide simple guidelines for the students to evaluate themselves and tell us about their abilities. We use these estimates for first round class assignments. Once on the hill, we can reshuffle. Students progress quicker, and have more fun, if they are in groups of like ability. Ideally, homogeneous lesson groups consist of people who have fun riding or skiing on the same terrain, at the same speed. Many factors enter into grouping students age, skill, athletics, background, athletic attitude, physical fitness, equipment and personal goals are some of these factors. Teach Tip! Know ski and snowboard ability levels so you can better categorize your students. This helps when dealing with class ability level splits and communicating with your fellow instructors. PSIA and AASI have well defined skiing and snowboarding skill levels. Knowing these levels is essential to understanding the skills the students need to work on in order to improve. Skill levels also help organize teaching ideas for class. Skiing Levels At this level: The student is: Some learning objectives are: Terrain: Level 1 New to skiing (Never ever) Equipment and area orientation Standing, walking, skating, sliding and gliding Straight Run Getting Up Using a wedge to stop Go from parallel to wedge stances while gliding Flats then gentle slope (no more than 4% grade) Level 2 Level 3 Level 4 Able to wedge to a stop Wedge turns Beginner lift(s) Parallel side slipping Easier green circle Able to link wedge turns on green terrain Wedge-Christy Green circle Able to link beginning wedge-christies on green terrain Wedge -Christies with earlier matching Green and easier blue square Level 5 Level 6 Level 7 Able to link wedge - Christy turns on blue terrain Pole use Match skis earlier in the fall line Reduce wedge size Introduce parallel turns Able to ski parallel turns on green terrain and wedge Christies on Open parallel on all blue terrain and blue some easy black diamond terrain Able to ski open parallel turns on all blue and some easy, Intro. to dynamic parallel turns groomed Ski tactics black diamond Short turns Green and blue Blue and easy black diamond Blue and black 3

4 Level 8 Level 9 Able to ski dynamic Long dynamic parallel turns parallel on blue and Carving easy Fine tune turn shape black terrain Application to steeper terrain Able to perform dynamic parallel turns on all blue and most black terrain Steeps, moguls, crud, powder, gates, high performance carving Blue and black All terrain and conditions Snowboarding Levels At this level: The student is: Some learning objectives are: Terrain: Level 1 New to snowboarding Equipment and area introduction Gliding/ Skating Getting Up Traversing Side slipping (heel and toe) Forward and fakie Flats then gentle slope Level 2 Level 3 Level 4 Level 5 Level 6 Able to turn to a Beginner Lifts stop, heel-slip Confidence and toe slip on easy Basic turns green Linked turns terrain Able to link turns on green terrain Link turns on blue terrain Turn shape, dynamic movements Green circle Easy blue and green circle Comfortable on all blue terrain Riding on black terrain Carving, air, bumps, tricks All blue and easy black terrain Comfortable on black terrain Variable terrain and conditions Black terrain Can ride anything on the Incorporate different riding styles mountain in all terrain Telemark (Cross-Country Downhill or XCD) Skiing Levels At this Level The student is: Some learning objectives are: Terrain: Level 1 ' New to skiing Equipment and area orientation Standing, walking, sliding and gliding Straight run - parallel and telemark Getting up Using a wedge to stop Parallel to wedge while gliding Tele change-ups while gliding Flats then gentle slope (no more than 4% grade) Level 2 Able to wedge to a stop Level 3 Level 4 Level 5 Able to link wedge turns on green terrain Able to link beginning wedge- Christies on green terrain Able to link wedge-christy turns on blue terrain Wedge turns Beginner lift(s) Parallel and telemark side slipping Wedge -Christy Telemark traversing Wedge-Christies with earlier match Pole use Introduce open telemark turns Easiest green circle Green circle Green and easiest blue Green and blue 4

5 Level 6 Able to ski open telemark turns on green terrain Open telemark on all blue terrain and some easy black diamond terrain Blue and easy black diamond Level 7 Able to ski open telemark turns on all blue and some easy, groomed black terrain Intro. To dynamic telemark turns Ski tactics Short turns Blue and black Level 8 Able to ski dynamic telemark on all blue and easy black terrain Application to steeper terrain Skills for crud, untracked and with a pack Blue and black Level 9 Able to perform dynamic telemark turns on all blue and most black terrain Steeps, moguls,crud, powder, gates, high performance carving All terrain and conditions These skiing and snowboarding levels are defined by PSIA and AASI. When our guests come to us for a lesson, they usually classify themselves as beginning, intermediate or advanced skiers/riders. Most of them identify with the lifts and type of terrain they ski/ride MORE than the type of turn that they make. Teach Tip! Develop a bag of tricks to help you deal with lessons that have varying ability levels. Below are the skiing/riding level descriptions, as they appear for our guests: SKI and SNOWBOARD LEVELS Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8/9 I have never participated before. I can stop and I m learning to turn and ride a chairlift. I can stop, turn and ride the chairlift. I m refining my turns on easy terrain for more consistency and control. I can turn with control on all green and I am ready to start on blue terrain. I can turn with control on most blue terrain. I want to get more style and try harder terrain. I m comfortable on all blue and easy black terrain. I want to look good and have confidence in a wider variety of terrain and snow conditions. I can turn in control on most black terrain. I want to exhibit high performance in specific terrain. Bumps, steeps, or park and pipe. I can ski or ride anywhere on the mountain and I want to exhibit high performance in all terrain and conditions. As an instructor it is important that you are knowledgeable about skiing and snowboarding levels as presented by PSIA and AASI. Your understanding of not only the terrain, but the type of turn and specific skills present at each level helps you to be a better instructor. We do not want this guest version to be perceived as a departure from PSIA and AASI, but rather as a softer, more common language version. Your Responsibility Code: 1. Always Stay In Control 2. People Ahead Of You Have The Right-Of-Way 5

6 3. Stop In A Place That Is Safe For You And Others 4. When Starting Downhill Or Merging, Look Uphill And Yield 5. Use Devices To Prevent Runaway Equipment 6. Observe Signs And Warnings, And Keep Off Closed Trails 7. Know How To Use The Lifts Safely TEACHING BASICS: General Lesson Plan A good lesson plan is one that is sufficiently structured to provide you with the big-picture for each lesson that you teach, and yet flexible enough to bend and shape to the particular students needs. To help remember this, just think IGAPS Introduce, Goals, Action, Practice and Summarize. I. INTRODUCE the lesson Introduce yourself and get to know the names of your students establish rapport by asking questions this is not a lecture. Keep it fun! Keep it moving! Find out some background on each of them including: Transferable athletic skills (skating, dancing, martial arts, soccer, bicycling, skateboarding, surfing, etc.). Learning styles (Clues may be found in their: occupation, favorite class in school, and other interests). Present an outline of your goals, actions, and expected outcomes for your students during the lesson (equipment intro, balance, basic movements, and stopping) this helps earn their trust and sets your direction. II. Help students determine their GOALS and objective. Remember to keep your lesson student-focused and not just task-oriented What does your student need, want, expect, hope for, and dream of? ASK THEM! Teach to complete your objective within the class time period. Make the goals specific, measurable and achievable. Emphasize when goals are achieved. III. Develop an ACTION plan and have fun executing it. Where does it start? Where does it end? Does it flow logically? Take into account terrain, weather, snow conditions and traffic patterns. Remember to give plenty of visual examples. Take on new skills in small chunks exercises and drills often help to focus on a piece of puzzle (see appendixes for some ideas!) IV. PRACTICE, practice, practice Snow sports are experiential your students will learn by doing over and over. Check for understanding physically as well as verbally. Provide feedback and guide the practice as necessary including changing the lesson plan if needed! V. SUMMARIZE, and Wrap it up. 6

7 What did they learn? What skills did you focus on? How does what they learned tie into their longer term goals? What comes next? Provide guidance for individual practice. Invite them to come back and take another lesson. Give them your business card. Teach Tip! Familiarize yourself with the PSIA/AASI children s teaching cycle for lesson planning: PLAY, DRILL, ADVENTURE, and SUMMARY. It s fun, engaging, and easy to remember. Linear Feedback Model 1. WHAT do you see? Describe the intended desired outcome -turn size -turn shape -terrain -speed -ability of the skier/rider (beginner, advanced, etc.) Describe the ski/snow interaction. -where is the ski/board bending? -where is the ski/board tipping in the turn? -how is the ski/board turning? *skidding, slipping, or carving Describe the movements they are making, and where in the turn. -fore/aft and lateral balancing -timing, intensity, duration and direction of movements -describe the movements they are making 2. WHAT do you want to do and WHY? (This needs to address the cause.) Describe your desired outcome. -what is your goal for this student? Describe the movements that you want to address -what is your skill of focus -what part of the turn are you addressing -describe the body parts that you want to see moving differently and why Describe the ski/board interaction with the snow -how will this dictate the ski/board to. -tip, turn and bend differently 3. HOW are you going to help this skier/rider? Think about your progression in four steps: 7

8 1. Show the skill statically and in isolation 2. Isolate the movement in one turn or less 3. Blend this movement with other skills 4. Take this skill and apply it to real skiing/riding ALPINE SKIING PROGRESSION: WEDGE BASED EQUIPMENT Buckles not done on top which might be a good thing if the boots are really stiff. Boots are they on the correct feet? Buckles too tight which could cause the feet to get cold. Pole straps usually put on incorrectly. Demonstrate the correct way. Demonstrate how to clean off boots and get into bindings. Do they have gloves, hat, goggles/sunglasses, sunscreen, etc? MOVEMENT WITHOUT SKIS Walk around in ski boots with poles up & down hill, toes, heels, sides of boots walk forward, sidestep. Flex and extend in ski boots watch for over-flexing (do w/ out skis first explain they need to feel balance first just in boots you will come back to this again w/ skis on) Lean forward (FORE) Lean Back (AFT) Come to Center and feel weight on entire foot Flex ankle against front of Boots for correct position Have them do small hops off the snow use ankles mainly land on whole foot. Students should feel their shins against the front of their boots and they should feel that their ankles are BENT. Ask them if they are balanced over the whole foot? Try rotary movements in ski boots. Turn both feet. Turn feet into wedge. Make sure this is done with legs rather than upper body. MOVEMENT WITH ONE SKI Put on one ski walk around straight, turns, sidestep (on flat) Try very short glide on one foot flat terrain Try a basic skate move both feet Give them some time use both feet with skis BOTH SKIS STANDING POSITION Put on one ski Do the flex and extend again you can show how without skis you fall over if you are not balanced, but with skis on the lever (skis) hold you off the ground, but you are not in balance. Lean forward (FORE) Lean Back (AFT) Come to Center and feel weight on entire foot Flex ankle against front of Boots for correct position Have them do small hops off the snow - use ankles mainly land whole foot 8

9 Have them move side to side lean and step, fore (forward) and aft (back) lean and flex, find center Have them do the above with eyes closed Students should feel their shins against the front of their boots and they should feel that their ankles are BENT. Ask them if they are balanced over the whole foot? WALKING & CLIMBING In Circle paddle turns Pick FLAT TERRAIN Take small steps Lead with the hands in the direction you want to step Walk around in a circle Sidestep first flat and then up and down slight incline Skate basic move as done before with one ski Herringbone V (backward wedge) Practice to make sure movements are coordinated and stance is good. STRAIGHT RUN Demonstrate how to get in position. How to start How to stay in a BALANCED position with legs slightly flexed, hands and arms in front of the body How to transfer weight from one ski to the other How to make a Paddle Turn to one side or the other at the end of their straight run. Have them try simple movements when they can glide comfortably Flex/extend ankles Small Hop Lift one ski very slightly Step from foot to foot no lateral movement Utilize a traverse to introduce movement across the hill. They must be balanced and comfortable here before you think wedge. Don t skip through this step! THE WEDGE 1. Have them try a small wedge on the flat from a straight run position turn the skis/feet into a wedge 2. Do a straight run turning feet/skis into a small wedge 3. Make sure stance is good, upper body is quiet, legs turn the skis. 4. Vary the size of the wedge 5. Do wedge Change-ups Wedge Straight run Wedge WEDGE TURNS 1. Do a wedge down the hill. 2. Show them a small direction change by turning your feet/skis (actively guide both skis in the direction they want to go using leg rotation) 3. Have them try each direction little, slow turns have patience, this takes lots of practice. 4. Link basic wedge turns slow pace and very close to the fall line to start Teach Tip! Focus on rotary movements first. The wedge has them on edge, and if they are balanced both fore/aft and side to side the leg turning of both skis will create a turn. When they become comfortable with the small turns, add a slight flex of the outside ankle to add to the turn. LINKED WEDGE TURNS 9

10 1. If the student makes a turn with proper skill application, they can guide the skis with equal weight on each ski back to the fall line. 2. Do not talk weight transfer or edging to start the turn. Again, the wedge provides the edging, and equal weight will make the turn easier to begin. 3. First linked turns stay close to the fall line small direction change. Then add more direction change and flex outside leg to pressure the outside ski from the fall line to finish. Learning skills on terrain that is too steep will create poor skill usage and bad habits, making it difficult for the student to progress. Control speed through turn shape and size. 1. Use lots of practice to lock in new skills. Vary turn shape and size, speed, etc. Focus on the basic skill application. 2. As students get comfortable, start using flexion/extension (long and short legs) to create pressure control and weight transfer. CHAIRLIFT Explain chair lift safety and riding procedures Take the time to show your students how to enter the lift line, load the chair and how to unload before riding the chairlift. Be sure to answer any questions and concerns that your students may have before loading the chair. Refer to SLC guidelines for more detailed information regarding chair riding practices. Bottom to bottom. Back to back Packs in laps Single riders load to the inside. Students must know how to stop before riding the chairlift. WEDGE CHRISTY TURNS Turn initiation should include an opening of both skis while actively guiding them in the direction of the turn. The closing will almost happen automatically if the students are in a good stance and as the speed increases. If you are using mileage, good terrain and speed, this will happen automatically with most students as their skills develop. The closing can be assisted by actively turning the inside ski until it comes parallel with the outside ski. This does not involve lifting the inside ski off the snow. Almost every problem with matching skis comes from poor skill application/stance and/or inappropriate terrain, illustrating the importance of a good wedge turn foundation before moving on to other skills. If your students are making good wedge turns with proper movement proper movements on the proper terrain, matching is almost automatic. While the weight transfer in the last half of the turn is important, don t teach total weight transfer to initiate yet. Students will initiate the turn easily with equal weighted skis. Look for good guiding of both skis to initiate. As the proficiency improves, the weight transfer can move toward the start of the turn. It should not happen before the active guiding into the turn/ wedge happens. Teach Tip! Focus on Rotary (steering) skills first when introducing turning. It s the easiest skill to learn. As they improve, increase speed and/or terrain to build these skills. As the student gets more proficient, the matching occurs earlier in the turn, moving until the skis are almost always parallel. Lots of productive mileage, make sure the proper movements and sequencing occur. Use terrain variation and turn shape to help this process. PARALLEL TURNS 10

11 If you build a solid foundation of skill up to this point, parallel is not a big challenge. With use of terrain and speed, the student s skills continue to mature, leading to a parallel turn. At this stage, they will parallel when the terrain is easier and where they are comfortable. They will revert to a wedge entry on more challenging terrain. If they have problems, focus on the active guiding of the inside ski to match the guiding of the outside ski. You have taught the skills needed for parallel in the wedge and wedge Christy. Almost 100% of the student s problems here are from improper skill movements and improper terrain/speed too much apprehension, fear, too high a skill level needed to function on that terrain or at that speed. You will also be refining the basic skill package to include more active pressure control/weight transfer. Weight transfer is still blended with active guiding, it does not occur first. The Skills Concept Skiing is a sport of balancing while in motion. This requires continuous adjustments and movements of the body. By breaking down skiing into its basic skills and accompanying movements, these skills can be developed and recombined into effective and efficient movement patterns. Or in other words, the ability to stay balanced, turn, stop, and have fun on skis all day long. The Skills Concept provides a framework for identifying and understanding skiing movements. Skiing has a simple formula: Stay in Balance while moving. Tip certain body parts to Edge the skis. Rotate the feet, legs, hips, and / or back to help turn the skis. Control Pressure along the skis to shape the turn and handle changes in terrain and snow conditions. This formula is many times referred to as the four fundamental skills of skiing or, BERP. Balance Balance is dynamic in that it involves continuous movements from the whole body. Maintaining balance in motion (1. fore / aft balance, 2. lateral [side-to-side]) is vital to being able to develop and use the other fundamental skills. Typically, in a balanced position, the hips are centered over the feet and the nose is over the toes. Efficient Balancing Movements: Flex and extend your ankles, knee, hips, and spine to balance over the whole foot as you control pressure on the skis so you can flow with the terrain. Edging Edging movements adjust the edge angle of the skis in relation to the snow which causes the skis to slip, skid or carve. This involves inclination (a.k.a. tipping) of body parts (feet/ankles, shins/knees, thighs/hips, and/or spine) along with angulation (forming angles between body segments through folding or bending) to maintain balance. Efficient Edging Movements: Use diagonal (forward and lateral) movements of the feet, legs, and hips to engage and release the edges of the skis. Rotary 11

12 Rotary (a.k.a. steering) movements involve turning some part of the body relative to the other parts of the body. This is the most effective way of turning the skis in all terrain and conditions. In the Wedge Based Progression, this skill is second only to Balance and is essential for a beginner to learn in order to change direction, and control speed by changing the size and shape of a turn. In general, rotary movements should originate in the feet and legs, while the upper body is stable and quiet (minimal rotary). Efficient Rotary Movements: Turn your legs under your body to help guide the skis through a turn. Pressure Control This skill provides the element of touch that promotes a smooth ride at any level of skiing. At the beginner to intermediate level, this skill is very closely tied to Balance. In general, flex at the end of the turn to manage the turning and gravitational forces. At the start of the turn, extend to and balance on the new outside ski to weight (pressure) and bend the ski. Sample Action Plan Goal: Change direction by steering the skis in a wedge Skills developed: Rotary (Steering), Balance Actions: Without skis, walk in circles. Focus on where toes / feet point to make turn. Without skis, steer toes to wedge; then, while in wedge position, steer toes of both boots to one side, then the other. Make sure to keep balance towards front of boot (at ball of foot). With skis on, walk in circles or around cones / poles. Take time to focus on steering feet with skis on into new direction. Play Follow the Leader or make Figure 8 s around poles. With skis in wedge position, ask students which toe / knee points to the right and which to the left? From Straight Run, sink to wedge position and then steer skis & feet (toe / knee) in desired direction. Pretend headlights are on knees. Steer both feet and knees to shine light where you want to go. Identify items on hill (tree, lift tower, ski pole) to light up with headlight. Play Zipper as a group. From Straight Run, each student sinks to wedge and alternates turning to the right and left. Teach Tip! Become a snow sports professional, learn to teach skiing AND snowboarding. SNOWBOARDING SLC Snowboard Progression Levels 1-4 All lessons will begin with an equipment and safety check. 12

13 A Level 1 rider is new to snowboarding Goals: Be Safe, Have FUN!!!, Understand the equipment, and the snowboarding experience, Develop a solid base of fundamental skill, Control Speed, Control Direction, Ride the lift, Ride the Bunny Hill. Static (no board)- Introduce students to their equipment Check to see if boots fit properly and equipment is adjusted properly Explain what this lesson will cover Basic athletic stance- (flat terrain) Flex knees, hips, and ankles Feet slightly wider than shoulder width apart Practice shifting weight from left to right feet (fore/aft pressure) Practice 'bouncing' up and down, maybe even jumping (vertical pressure) Practice shifting weight from toes to heels (lateral pressure) Practice holding your weight on toes/heels (maintaining lateral pressure) Arms should be out to help aid balance Front foot strapped in-(on flat terrain) Repeat above static exercises with the front foot in and the back foot on the stomp pad Emphasize the difference between pressuring the toes vs. the heels Practice edging the board by flexing the ankles, knees, and hips (tilt) Emphasize the difference between lateral pressure and tilt Skating - (on flat terrain) Practice pushing the board from one point to the next Practice pushing on both sides of the board Practice skating and gliding Play 'Ring around the Rosie' (both directions with pushing foot on the inside track) Straight Gliding- (on slightly inclined terrain) Review shifting weight front to back (fore/aft pressuring) Review 'bouncing' (vertical pressuring) Emphasize slow, deliberate up-down movements Review shifting weight from toes to heels slowly (lateral pressuring) Review holding weight on toes/heels (maintaining lateral pressure) Fade Turns- (on slightly inclined terrain) Practice on toes/heels until students can end with the board pointed across the hill (maintaining lateral pressure) Practice on toes/heels until they can stop/control their speed Press on the board s edge so that it bends by using flexion and extension movements Practice linking Fade Turns Traversing- (slightly inclined terrain) Crossing the hill (traverse) to control speed on toes/heels Emphasize maintaining lateral pressure and steering up hill to control speed Linking Traverses- (slightly inclined terrain) Experiment with traversing and roll pressure slowly from toes to heels and vice versa as the board points down the hill Emphasize steering up hill to control speed after the edge change CHAIRLIFT Explain chair lift safety and riding procedures Take the time to show your students how to enter the lift line, load the chair and how to unload before riding the chairlift. Be sure to answer any questions and concerns that your students may have before loading the chair. Refer to SLC guidelines for more detailed information regarding chair riding practices. 13

14 Bottom to bottom. Back to back Packs in laps Single riders load to the inside. Students must know how to stop before riding the chairlift. At the top: Move class to an appropriate starting area STRAP IN BOTH FEET Explain and demonstrate how to twist the board with their feet (torsional steering) Emphasize their ability to control the board using small movements of their ankles Demonstrate how to stand up Teach Tip! Twist is a building block of many of the skills students will learn at higher levels CONTROLLING SPEED on the Hill PLAN A -Traverse - (on green terrain) (If you have the room and the appropriate terrain) Practice steering up hill to control speed (toes/heels) Note: This is the same drill you did before you rode the lift; the difference is both feet are strapped in Reinforce TWIST Note: It's ok for them to learn switch first, eventually they will learn to ride both ways PLAN B - Sideslip - (on green terrain) (If you are short on space, or the terrain is not appropriate for traversing) Practice Side-Slipping down the hill to control speed on toes/heels Once students are comfortable and in control, revert to PLAN A (traversing) Teach Tip! Side-Slipping is used as a crutch by many lower level riders, try to encourage riders to traverse CONTROLLING DIRECTION on the Hill Garlands - (on green terrain) Practice twisting the board (torsional steering) to help steer the board down the hill and back up it on toes/heels Linking traverses - (on green terrain) Practice twisting the board (torsional steering) to steer the board down the hill while slowly shifting weight from toes to heels (lateral pressure) and vice versa Teach Tip! A garland is an exercise that can be used to teach many different skills; here we use it to teach Twist A Level 2 rider is comfortable using the lift and riding the Bunny Hill Linking Basic Turns- (on green terrain) Shorten the length of the traverse between turns Review the basic athletic stance Review fore/aft pressure Review and reinforce twisting the board to control direction/speed (torsional steering) Experiment with garlands/traverses/and basic turns in various sizes and shapes 14

15 A Level 3 rider is comfortable linking turns on Green terrain Linked Dynamic Turns - (on green terrain) Review TWIST (torsional steering) Review Fore/Aft Pressure Emphasize timing forward to start, middle to finish Push the limits Review vertical pressure Practice timing up/ down movements with turns Experiment with timing up to start turn/down to finish (up unweighting) down to start/up to finish (down unweighting) Teach Tip! Down unweighting is historically a fairly advanced riding tactic, the AASI National Body is presenting it much earlier in a student's progression these days. Explore Green and Easy Blue Terrain Show students the sweet spots where THEY can ride Show students where the ADVENTURE ZONES are that are within THEIR ability. A Level 4 rider is comfortable linking dynamic turns on Blue terrain At this level there are three major pathways that riders will choose; Freestyle, Freeride, and Alpine Carving, help them make the choice (they can choose all of them if they want) Linked Dynamic Skidded Turns - (on Blues) Review Dynamic Turning Review Basic Athletic Stance Review fore/ aft pressure and timing Review vertical pressure and timing Review TWIST Explore Blue and Easy Black Terrain Show students the sweet spots where THEY can ride Show students where the ADVENTURE ZONES are that are within THEIR ability Introduce off-piste (off trail) riding Basic Carved Turns - (appropriate terrain) Review Tilt (edging skills) Note: There are a myriad of drills/ exercises/ games/ tricks to help teach carving. Seek the advice of senior instructors / trainers / clinicians / supervisors. Participate in on-going training. Basic Freestyle Introduce basic freestyle Note: Instructors interested in Teaching Freestyle in Lessons need to go through SLC FS Training. Seek more information about SLC FS Training from trainers/supervisors as the season progresses A Level 5 rider is comfortable making dynamic turns on Black terrain. 15

16 A Level 6 rider is able to handle anything the mountain throws at them. Based on AASI National Standards and Professional Experience MOVEMENT CONCEPTS Rotation Moving a body part, or the entire body, around an axis. Flexion/Extension Flexion is the closing of a joint. Extension is the opening of a joint. PERFORMANCE CONCEPTS Tilt The amount that the board is tilted on its edge relative to the snow. Twist The difference in edge angle between the tip and tail of the snowboard. Pivot The amount the long axis of the snowboard is offset relative to its direction of movement. Pressure How the riders weight and any additional pressure are applied along the length of the snowboard. The following tables are meant to serve as a guideline for terrain selection for the level of class you are teaching and at the area you are teaching. Take note of the weather, snow and slope conditions of each day as well as the traffic patterns. Conditions can make a significant difference in the appropriateness of terrain. When possible, ski/ride the terrain before you take your class there! Terrain recommendations - Snowboard Level Alpental West Central 1 - new to snowboarding Flat area between bottom of Sessel & St Bernard s Flat area in front of SLC Flat area on the parking lot side of Little Thunder Flat area in front Fiorini's Chalet (when Fiorini's isn't teaching) Magic Carpet Flats below Holiday Flat area at bottom of Magic Carpet and handle-tow Gentle slope to rider's left of Holiday 2 - First chair rides St. Bernard s to right Julie's Chair Little Thunderbird Holiday Gallery 3 - linking turns St. Bernard s Sessel Little Thunderbird Julie's Between Little T and Dodge 360 Chair on crossover, down Alpine Bowl, then crossover back to 360 chair 4 - linking turns on all blue terrain and beginning to ride black terrain Armstrong express - cat track to Gun Mount Look for flat spots on Debbie s and above Gun Mount on Lower International Sessel Julie's Chair Dodge Ridge Pacific Crest Rider's left on Thunderbird Quad Silver Nugget Outback on Silver Fir Advanced Specialties (Skiers and Snowboarders) 16

17 Specialty Alpental West Central Moguls Gun Mount to break above lodge; Top of Sessel skiers right; Face below - Airplane Turn; Armstrong Express - Far left side of Debbie's Gold Usually very few bowl; Wild Side; Thunderbird - skiers right Depends on grooming - most faces off Triple-60; Bonanza Face; Parachute; Upper part of runs off Silver Fir Steep Terrain Top Dom Far side of Edelweiss Bowl International Adrenaline Wild Side Thunderbird Head to Alpental Parachute 360-Face Upper runs under Silver Fir chair Deep Snow Red Robin Dom Far side Edelweiss Bowl Beaver Lake Face Pockets on 360-Bowl Silver Fir Pockets off 360 chair Terrain recommendations skiing Level Alpental West Central 1 - first time skiers and 2 - wedge to a stop 3 - Wedge turns 4 - Wedge Christies 5 - Intro. to parallel and intro. to telemark Flat terrain in front of Children's lodge Climb up hill to rope tow area Rope tow area Flat area between bottom of Sessel & St. Bernard Rope tow St Bernard "Cat Track" Flat terrain between Sessel & St Bernard "Cat track" side of St Bernard St Bernard Sessel when groomed (top is too steep for beginners - beware!) Flat area in front of SLC Flat area on the parking lot side of Little Thunder Flat area in front Fiorini's Chalet (when Fiorini's isn't teaching!) Rope tow Magic Carpet (kids only on weekends and crowded days) Little Thunder - skier's right Little Thunder Ridge-line into valley between Dodge or Pacific Crest and L. Thunder Julies Begin on flatter terrain, look Julies for the best grooming Dodge and Pacific Crest Look for flat spots on - flatter sections towards Debbie s and above Gun Little Thunder Mount on Lower International Flat area at bottom of Magic Carpet and Handletow Handle Tow Magic Carpet Holiday Holiday Central Express Silver Fir - far skier's Right Quad Lower Silver Fir Teach Tip! Terrain selection will make or break a lesson. YEAH KIDS! 17

18 Children have a specific place at the Summit Learning Center. They are also the future of skiing and snowboarding. We want to make their experiences on the snow fun, safe experiences that grow into a love of these sports. Children have special needs they aren t simply little adults. They can become expert skiers and snowboarders while still children. Their needs require considerations not necessary with adults. You ll need to spend even less time talking and more time doing with kids. Simple, game-like exercises are the building blocks of great kids lessons. Children also present the wonderful opportunity for the adults in their lives to see the world from a forgotten perspective. So, get eye-to-eye with the child in your lesson, greet them, and look at the world from their perspective. Remember what snow tastes like? Remember cold versus warm and the smell of hot cocoa? AGE CHARACTERISTICS The following table is based on Piaget s theory of the Four Stages of Development. They present an orientation to the major stages in child development. Age Development Phase Description 0 3 Sensory Motor Touch/feel, seeing, senses the world. Explores self and environment Begins using language, interacts with the world around them. 3-7 Loves make believe. Thought and action are Pre - Operational the same. Egocentrism - opinions based on self. Begins to be concerned with images and appearance. Cannot 7 12 Concrete Operational process abstract ideas. Reality is what is in front of them. 12+ Formal Operational Begins to develop personal concepts and abstractions. Creative mind begins to explore possibilities. What are some of the characteristics of different ages? 4-5 Year Olds Very short attention spans Everything is what they feel at the moment cold, hungry, tired, cranky, happy, sad, etc. 6-7 Year Olds Terrain: trails and trees (SAFELY!) Short attention spans Learn by watching and doing without pressure Like to do things like running after balls, ducking under poles Like to go straight down the hill Can handle more regimentation Still need lots of breaks and a change of pace (short attention span!) Motor skills vary from child to child lots of variation even within a 6-month age difference. 8-9 Year Olds Terrain: more trails and trees (SAFELY!) Learn rapidly eager to try Attention spans are longer than 6-7yr. Olds Will try most anything 18

19 Like games, races and relays Fun to teach and ski with (like to play) Coordination is getting much better Stronger, greater muscle mass Year Olds Terrain: bumps and jumps (SAFELY!) More aggressive must be moved faster Need lots of skiing/riding up fast and down fast Don t like to stand around Don t want to wait for anyone Like to look like HOT riders/skiers Like a little competition among themselves CLASS HANDLING (KIDS) DON T LOSE KIDS! Keep control of your class keep the kids close to you. Keep in mind that your skis/board will be longer than theirs you ll pick up speed faster than they will (which can lead to leaving them behind and loosing them!). Here are some recommendations for keeping your kids with you: Use a buddy system Reward Kids that stay with the group with (approved) candy, stars, praise, next step in teaching/learning sequence. Play Follow the leader tell kids to count to 2 before starting. Change leaders frequently. This could also be played as an engine and caboose, or the kid bringing up the rear could be the patroller. Tell kids to make a snake when skiing/riding. Tell kids to make a train, make being the caboose something special. Set a meeting spot in case someone gets separated. This spot should be very specific, and you should check frequently that they all understand were this is. When do you move kids up to the next level? If your kids seem to be on the ground more than on their feet, you have moved them up too soon spend more time at their level. Furthermore, if their skills suddenly seem to deteriorate you ve pushed them too far. They are either on terrain that is too challenging, or they need a break. You can go back and forth between levels. Sometimes kids are tired from the new skill and spending time at the previous skill level allows them to keep practicing something without frustration. CHILD SPECIFIC SAFETY RULES Do everything possible to ensure children s safety during class time. Do not assume children will behave responsibly while skiing/riding. Be aware that child abuse/neglect is against the law. Staff members should be extremely careful and use their best judgment in the handling (touching) of children. On cold days check often for frostbite and hypothermia. Get students inside if they are cold and wet. Should an accident occur, follow the general procedures and make sure you let your supervisor know A.S.A.P. so that parents/ guardians can be notified. 19

20 Do not administer medication to a child without specific written permission from the parent or guardian. Chairlift Children must load the chairlift on the same side as the lift operator. Make sure children are seated as far back in the chair as possible. Bottom to bottom, back to back. Packs in laps. Instructors with ski poles can hold them across the laps of young children during the ride. Refer to SLC guidelines for more detailed information regarding chair riding practices. Teach Tip! Sometimes children will regress when introduced to a new environment such as a snow sports resort. Be sure to balance your expectations in your lessons. This will save frustration for both you and your students. LOST STUDENTS DON T LOSE KIDS! Before you go: Count Students. Count them often throughout class. Use the buddy system assign partners or someone to bring up the rear. Set a meeting spot. Have a specific meeting place in case a student gets separated. If A Student Is Lost: Check at your designed meeting spot. Retrace your steps. Don t panic. Check with the lift operator. Provide an accurate description of the student and point of last contact. Age Gender Ski/SB Helmet color Jacket color Class number (if applicable) Contact your supervisor A.S.A.P. and/or contact the learning Center office at the base area you re working at. Your supervisor and/or the office will notify chaperones, Learning Center Management, base operations and the patrol. Stay with the rest of your students. Teach Tip! Be sure to maintain your professionalism if dealing with a lost student situation. As the snow sports pro, keep cool and reassure the other members of the party. Restroom Protocol Do not let any child go off to the restroom alone. General rule of thumb if one has to go, then all will go, even if you have another instructor, supervisor or staff nearby that can help. Most kids know how to use the toilet alone. 20

21 If the child needs assistance using the toilet, it is recommended that at least two staff members are present. Give them a time limit while in the restroom. Help them get all their gear back on properly before going back outside. Teach Tip! You are only limited by your imagination when teaching. Be creative with props and games on the hill. It not only makes it fun for your students but for you, too! INCIDENT PROCEDURES Before the Patrol Arrives: Remain with the victim. If the victim is one of your students, remain with him or her until the ski patrol arrives. If victim is someone who was skiing alone, or if the victim s buddy isn t handling the situation well, you should remain with him or her until the patrol arrives. Make the victim safe. Place a pair of skis in the snow in an X about feet above the victim. If the snow is hard, cross your poles over your head (this a good job for a shaken buddy). If you are riding, place a snowboard or pair of snowboards in the snow about feet above the victim, or post a student to reroute traffic. Make the victim comfortable. Try to keep the victim warm. Do not move the victim. Do not remove the victim s skis/snowboard unless you are sure that you are not going to cause further injury and feel that it is more dangerous to keep them on. Summon the Patrol. Send a competent adult passerby. If this is not possible, send the two strongest adult students to the bottom of the closest chair lift. Make sure your messenger knows the exact message they should convey and where to go. Children, no matter what their ability level, should not be sent- they must remain with your class. Accidents should be reported to a lift operator who will notify the patrol by phone. Your report must contain the exact location (i.e. the lift name and tower number), and if possible the nature of the injury. If more than one person is sent to notify the lift operator, the second person should indicate that they are giving the second report. Do not administer food, drink or even aspirin or ibuprofen. Talk to the injured person in a calm, supportive manner. Assure the victim that the patrol has been notified and are on their way. Do not make any statements to the injured or anyone else regarding the nature of the accident or how it possibly occurred. If anyone else makes a comment or a statement, be sure to include it on the incident report. Keep the rest of your class assembled well below the accident site. Give these students an exercise to do to keep them warm, or, if possible, have another instructor or supervisor take your class to the bottom of the lift or to the meeting area. IF IN DOUBT, DON T! After the Patrol arrives Write down the names, addresses and phone numbers of any witnesses this includes adult bystanders who may have seen the accident. Rejoin your class. INSTRUCTOR INJURIES 21

22 If you are injured while teaching, your first priority is to get the injury treated at Ski Patrol if necessary. A supervisor or alternate instructor will take your class for the remainder of the lesson if you are unable to continue teaching. You will ALWAYS notify your supervisor within 24 hours of your injury (at the latest) in order to preserve your rights to benefits. An incident report form must be completed and filed for all accidents, minor or major. Failure to report any incident that occurs while working may result in denial of claims at a later date. Injury benefits may include: 1. Appropriate medical care. 2. Assistance with wage loss during temporary absence from work. 3. Compensation for permanent disability that may result from an injury. 4. A return to suitable, gainful employment as conditions allow. Employees are required to submit to a drug and alcohol test after a work related injury, and will be escorted to a clinical lab once any necessary treatment is provided. If the test results in a positive finding of drugs and/or alcohol, the employee s right to Worker s Compensation may be jeopardized. Employees subject to post-incident drug and alcohol testing must sign a consent form prior to under going collection and testing. If an employee is unable to return to his/her assigned job because of a work-related injury, every attempt will be made to provide modified duty. If modified duty is offered to the employee and it is refused, the employee could forfeit his or her right to Worker s Compensation Benefits. Your supervisor will contact the Risk Manager or Human Resources Office whenever a Worker s Compensation injury is reported. An investigation may be conducted following the incident in order to determine the facts and circumstances surrounding the injury. The investigation may be useful in determining the cause of the incident and used to prevent future incidents from occurring. FORMS: If an injury involves: (1) time loss or (2) off-site medical attention, the proper paperwork needs to be filled out immediately. Your supervisor will contact HR or Risk Management for forms. Minor injuries not involving time loss or off-site medical attention, need only fill out the minor injury report. These forms are located in the Learning Center Office at your work location. These forms are to be turned into the risk Management office within 24-hours of the injury. Teach Tip! In the best interest of all involved always be sure to document any injury, no matter how small, with your supervisor. Always create a safe environment for both your guests and yourself. Rental Equipment Challenges Some students will arrive in your class with equipment from the rental shop that doesn t fit, is broken, or is not working properly. Here are some recommendations for dealing with the situation. If you can fix it, fix it. If means IF you have the knowledge, ability and legal authority. If ski bindings need adjustment, they must be adjusted by a certified technician (i.e. they go back to the rental shop unless you are currently certified). Snowboard bindings, on the other hand, do not have a certifying agency and are often quite simple to fix (goofy vs. regular, one goofy foot one regular, etc.) 22

23 Carry a spare safety retention strap for snowboards with you you can lend this to a student and prevent them from needing to go back into the rental shop (and stand in line and get frustrated, etc.) If you have a large class and someone must return to the rental shop, do your best to send them with a supervisor so that they can get immediate attention and be returned to your class as fast as possible. DO NOT go into the rental shop and demand special attention of the rental shop employees. They serve a huge number of people as efficiently and effectively as they can-they don t send out equipment with problems on purpose! That same employee may be the one you turn to for help on another day and being helpful and nice to them will make it go better for all of us. Teach Tip! There are times when your students may not be sliding very well. Carry a bar of all temperature wax with you. You can keep your lesson moving and your students will appreciate it. Appendix 1: Sample Exercises Alpine Straight Run walk in boots hop in boots scooters - one ski, then the other walk forward - one ski then both walk backward - one ski, both sidestep up and down (practice getting up) straight run - short (duck under) straight run - tall (pick apples) straight run - flex up and down straight run - pick up one ski, other ski straight run - hands in front straight runs - look and smile at camera straight run - catch and throw ball/glove Wedge w/o skis - brush boots into wedge statically steer skis into wedge tips touching - walk around circle stepping tails out slight hop from parallel to small wedge (on flats) straight run, brush skis out to narrow wedge wedge change-ups wedge stop small wedge (gliding) big wedge (braking) Wedge turn slight direction change on shallow slope stand, look, point point arrow (wedge tip) follow me "hi" turns point feet where you want to go point knees vary turn shapes, wedge sizes Wedge Christie 23