PSIA/AASI Alaska Division

Transcription

1 PSIA/AASI Alaska Division Educational Plan Revised Fall P a g e

2 Table of Contents 1. Introduction 2. Developing Working Relationships 3. Pathways to certification 4. Pathways to Accreditation 5. National Standards for Disciplines 6. National Standards for Children s Accreditations 7. Clinics Offered 8. Exam Process The purpose of this guide is to provide the general membership, exam candidates, clinicians, and examiners with an established outline to reference while preparing for, participating in, and administering the PSIA-AASI Alaska Clinics and Certification Level I, II, and III exams. This guide provides a framework to work from as candidates develop their skills, trainers assist in their development, and examiners validate the results. The guide is intended to provide an outline for the interested parties and is by no means a complete educational training document. It is the responsibility of all interested parties to supplement their development with additional materials and resources. No one person, document, or resource can prepare an individual for their certification process. Rather a combination of individuals, information and resources will provide the best blend of expertise for a well-rounded training pathway. The basic purpose of the PSIA-AASI AK Certification Program is to evaluate a candidate's knowledge and skills relative to established standards of professional snowsports teaching and other related information. PSIA-AK, like other divisions, certifies ski teachers in the application of PSIA-AASI models and concepts. Candidates will demonstrate a comprehensive, working knowledge of these models and concepts throughout the examination process. Certification is awarded to those who demonstrate the required level of proficiency in skiing, teaching, and professional knowledge during the examination and have met the prerequisite requirements. Training and continuing education in these three topic areas is acquired through PSIA-AASI AK educational programs, ski school clinics, personal study, and experience. The PSIA-AASI certification pin identifies highly qualified instructors to the snowsports industry and the skiing and riding public. It is an assurance that a specific level of knowledge and competency are present in such areas as skiing, teaching technology and methodology, guest service, and safety/risk awareness. As a desirable credential, certification becomes an expressed goal for many snowsports teachers, thus raising the overall standards of professional snowsports teaching in the United States. Ongoing educational requirements for retaining certification assist in assuring that high standards of performance are maintained. Most professionals view certification as a foundation, rather than an end in itself, and continue to grow and develop far beyond the minimum standards. PSIA-AASIAK offers certification events as a member benefit. Certification is encouraged but not required. Most of the organization s events are primarily educational in content. It is quite acceptable for members to attend only the required educational events. If you are interested in certification, be assured that PSIA-AASI AK strives to deliver fair, consistent, and relevant certification events. It is our goal to examine for success in as relaxed an atmosphere as possible within a structured and meaningful evaluation environment. Please take responsibility to familiarize yourself with the policies, procedures, formats, and testing criteria before embarking on your certification pathway. If at any time in your training program or testing process you need clarification, it is your responsibility to ask qualified individuals for clarity. 2 P a g e

3 If you choose not to question and research the information, you will probably end up with a less than accurate perspective on the education and certification process. This perspective is bound to influence the outcome. Be accountable for your success! Individuals to direct question and comment to: Education & Certification Committee/ Chair Divisional Clinic Leaders Snowsports School Directors Program directors/ Head coaches Developing Working Relationships The number one goal of any resort is to provide a fun-filled experience for its guests. All staff, from maintenance workers to senior managers, makes decisions based on this vision. When customers come to your area to benefit from your knowledge and experience as a snowsport instructor, they come with ideas, motivations, and beliefs that have been shaped by their life experiences and environment. As a ski teacher, you have two service jobs to do; you need to function as part of your resort team and you need to provide the best experience possible for your guests. Although coaching students on the hill may seem to be a separate activity from resort operations, a lot of teamwork is needed to set the stage for the clinic experience. From lifts to snow, from tickets to equipment, from lunch to hotel rooms, the extended members of your team help meet the needs of your students. Like your extended family, these teammates often do their jobs in a place remote from where you are. You may hardly give a second thought to their roles unless something is amiss. Yet, their contribution is fundamental to your job. Imagine teaching a snowsport without snow. Imagine teaching without lodges, lifts, or rental gear. You notice if the snow quality isn t right, the rental gear doesn t fit, or the lift smacks you in the back of the knees. You are in ecstasy if the grooming is perfect, the burgers are juicy, and the administrative staff gets your schedule booked correctly. On the other hand, those who perform the other tasks at the resort notice your effect on the resort as well. For many, snowsports instruction is their introduction to the mountain lifestyle. New visitors to the mountains rely on your expertise to make a lasting impression; the resorts rely on you to keep the visitors coming back and bringing their friends. You provide the image and soul of the mountain lifestyle. Even those who don t participate in lessons see pros on the mountain and gauge their performance against what they see. Staff members in other departments support what you share with the guests: the mountain experience. You can enhance your personal success by building relationships with other staff members at the resort. The second aspect of your job is to understand the customer s needs and motivations and to propose a plan to satisfy and benefit that customer. Ideally, you not only meet the customers needs, but you exceed their expectations. Your resort is in the business of selling service. While the mountain itself is the attraction, the amenities and facilities are important to the experience, which is shaped by interactions with staff members. As a snowsports teacher or coach, many things are beyond your control: the weather, the facilities, snow conditions. However, the things you can control, such as your ability to interact in a positive way with each guest you encounter, and your own personal contribution to resort operations can make all the difference. By the time you greet guests for a clinic, they will already have had to pass through a variety of hoops. Consider a family that arrives at a resort for the first time. Imagine bringing two small children through multiple parking lots, with gear, only to find they must walk another quarter mile to the children s center. Or consider the 3 P a g e

4 group of friends who bring their buddy to learn to ride a snowboard, only to find that they needed to rent equipment at the base of the mountain, which will cause them to be late for the lesson. Take a moment to walk through your resort and see it from your customer s eyes. Familiarity with the common challenges your students face will give you added patience and empathy in the meeting area and allow you to help them solve any problems that could threaten their experience. When your guests know you understand and appreciate what they go through, they will be more able to move on to the learning experience. When you show them how much you love not just your sport, but your resort, they will realize that their effort was worth it and will want to be part of that experience again and again. Excerpts from PSIA Core Concepts Manual (2001) The Professional Ski Instructors of America (PSIA) and American Association of Snowboard Instructors. PSIA-AASI is a national member-oriented organization that represents over 30,000 ski instructors in the United States. PSIA-AASI is composed of nine regional divisions. PSIA-AASI AK is one of those divisions and represents snowsports instructors and snowsports schools in Alaska. PSIA-AASI Divisions: 1 PSIA-AK Alaska Division 2 PSIA-C Central Division 3 PSIA-E Eastern Division 4 PSIA-I Intermountain Division 5 PSIA-N Northern Intermountain Division 6 PSIA-NRM Northern Rocky Mountain Division 7 PSIA-NW Northwest Division 8 PSIA-RM Rocky Mountain Division 9 PSIA-W Western Division 4 P a g e

5 Getting Started You begin the path to certification by defining your vision or goal. Then, develop a plan for getting to the ultimate goal. In developing your personal plan objectively evaluate the current reality- your strengths and weaknesses relative to the vision. Be patient, enjoy the journey and be prepared for occasional setbacks or detours while enjoying the successes. Clinics Clinics are educational events for instructors. Come prepared to learn and take notes. Clinics will be held throughout the season on a variety of topics. Some clinics will be individual one-day events and some will be series oriented. Clinic schedules are posted in the Arctic Turn Newsletter and are posted online at as well as at snowsports school facilities. For more information on what a clinic will cover please refer to event descriptions posted online. To set up a clinic in your area for a specific discipline, contact the Education chair at Mini-Academy The Mini-Academy is a 1-2 day clinic event led by visiting National Team Members. Alaska hosts a Mini-Academy for a minimum of 2 days in different geographical areas. Our Mini-Academy is an extension of national events like the National Academy and Rider Rally. The Alaska Division is proud to host such a high caliber event in a local setting in a cost effective manner. To arrange a Mini Academy in your geographical area please contact the Education Chair to arrange details. Clinician Training/Examiner Training All training sessions are considered clinics. There are many opportunities for training throughout each season. There will be direct training sessions, which include the fall refresher training, midseason training, and the Mini- Academy training days. Understudy training opportunities are also available throughout the season by observing mentor clinicians and examiners. Refer to the Mentorship Program under Exam Process within this document for further details. Exams Exams are held every year, usually for Alpine or Cross Country, somewhere in state. The limiting factors for holding exams are cost and availability of examiners. To have an exam held in your area the following criteria need to be met Contact the Certification Chair at least 30 days prior to desired date Five (5) pre-paid candidates for an event Either a pre-exam or clinic prior to the event to ensure that desired expectations are reasonable All educational material needs to be filled out prior to event. Participation at PSIA-AASI AK events Participants of events held in Alaska must either be a member of PSIA-AAS or have prior approval from either the Educational Chair or the event coordinator. If a participant is not a member, they may attend events at the non-member price and with prior approval. Professional courtesy will always be followed at events. If a participant cannot maintain a professional attitude, they will be asked to leave the event. Professional Conduct will consist of the following- Honesty, Integrity, Transparency, Accountability, Confidentiality, Objective, Respectful, within the law 5 P a g e

6 Pathways to certification Following established certification pathways helps to promote consistency and better understanding of the requirements for successful completion. In turn, this fosters more widespread acceptance of PSIA-AASI credentials. At a macro level, the PSIA-AASI certification pathway follows a sequential path that consists of four (4) levels (Figure 1): Registered Level I Certified Instructor Level II Certified Instructor Level III Certified Instructor Snowsports Instructor Registered member Level 1 Certified Instructor Optional Credentials Children s Specialist One Level 2 Certified Instructor Children s Specialist Two Level 3 Certified Instructor Figure 2b: Children s Specialist Accreditation Pathway (macroview) Figure 1: Certification Pathway (macroview) Entry into the PSIA-AASI organization begins at the Registered member level. To become a registered member, individuals must submit their membership paperwork. Please refer to new 6 P a g e

7 member under Membership on the page and to the discipline (mode of sliding) you are registering under for requirements at the registered level. You are responsible for understanding and being able to demonstrate the requirements needed. With additional training and experience, Registered members can gain the knowledge and experience to pursue certification as a Level I Instructor. As the individual continues to gain experience and knowledge about teaching snowsports, they work progressively towards earning a Level II credential and, finally, can undergo examination to become a Level III Certified Instructor. Each level of certification requires the individual to demonstrate a greater breadth and depth of knowledge and an increased range of sliding skills on progressively more challenging terrain and snow conditions. It is estimated that, on average, it takes a person approximately 3 to 5 years to obtain certification as a Level III instructor. At the micro level, the national standards are consistently and uniformly applied throughout the training and assessment process in each of the organization s nine divisions. As previously indicated, the assessment process for professional certification is designed to assess the candidate s competence against pre-established criteria which, in this case, are the national standards for the discipline-specific certification level for which the person is seeking to obtain. Although not required, PSIA-AASI members may also seek separate credentials specializing in teaching children. Additionally, other PSIA-AASI divisions also offer supporting credentials in specific areas such as instruction for freestyle and seniors. As a result of the numerous instructor opportunities provided by PSIA-AASI and its divisions, members often possess more than one PSIA-AASI instructor credential. Certification Exam Procedures Goals To deliver a consistent Exam process, both Divisionally and in accordance with the National Standards To provide a fair and accurate assessment of current knowledge, skills, and abilities To provide an experiential learning experience To promote a positive certification experience through group interaction 7 P a g e

8 Level 1 Exam Format PSIA ALASKA EDUCATIONAL PLAN The Level I certification process has been organized so that instructors can continue to develop personally and professionally from Registered status to participating in the Level I program. The PSIA-AASI National Certification Standards can be found at: To become Level I certified an instructor must: Be a current member of PSIA-AASI AK or other PSIA-AASI division. Members of another division must seek permission from their home division before participating in a certification event. For more info on membership click on the membership link of Attend a ski school hiring clinic or early season training Be employed at a ski school or volunteer with a recognized instruction program. Teach/train or shadow on-snow lessons for a minimum of 20 hours. Log hours into Level 1 workbook and recap lesson. The ski school does not need to be a member of PSIA-AK. Completely fill out the Level 1 workbook and bring to event Complete and pass the Level I multiple choice test with a passing score of 70% Attend a Level I exam and demonstrate proficiency at or above the Level I national standards. The exam will consist of two main parts o Teaching The teaching portion will include Written test Movement Analysis Ability to lead a group, safely Knowledge of equipment Children specific knowledge Deliver a beginner progression tailored for a specific student Discuss description vs. prescription of a student to other instructors o Skiing/riding To consistently ski/ride to the national standard The Level I exam is a two-day event in which participants will be evaluated on the material outlined by the national standards for Level I certification. They will be evaluated on their appropriate use of teaching styles, ability to lead a group, ability to deliver a clear consistent progression, movement analysis, children s knowledge, equipment knowledge, professional knowledge and of course their skiing/ riding ability. This is an interactive exam that requires participation in discussions on and off the hill. Candidates are to be prepared to lead a group through basic snowsports instruction scenarios in the beginner/novice zone provided by the examiner. It is not expected that Level I candidates will have in-depth knowledge and experience in each of the areas of competence listed in the national standards. It is expected, however, that candidates will be able to demonstrate basic competence and knowledge in all of these areas. Outline of the Level 1 exam 8 P a g e

9 The following information provides an outline of topics covered in the two-day clinic. Based on the location of the clinic, snow conditions, weather, as well as the experience and technical knowledge of the group, the order in which topics are covered may vary. What to Expect During the Level 1 Exam Discussion of Level I national exam standards Review PSIA-AASI AK Level I tasks - with discussion and clarification of why they are used An overview of all manuals, the ATS and the skiing model Written test (multiple choice, given at or before the exam) Skiing and riding activities including demos, tasks and free skiing/riding on green and groomed blue terrain. Movement Analysis of beginner skiers/riders with descriptive elements and prescriptive outcomes. Teaching scenarios relevant to instruction of students in the beginner/novice zone. SKIING / RIDING Skiing/Riding activities should be performed as if the candidate were leading a student down a slope and enjoying the terrain. Examiner will work with instructors to blend appropriate movements to demonstrate appropriate skill blending through the demos and tasks. Skiing and riding will be evaluated on green and blue groomed terrain. TEACHING Assessing and then understanding a student's profile is critical to the success of guests, particularly at the beginning level. As such, the options for developing a teaching plan for beginning skiers is quite broad and is dependent upon appropriate selection of activities that will lead to the development of a particular blend of movements. In real life, you must be prepared for virtually any student and ready to offer coaching and solutions specific to the guest's profile, skills and background. At the exam, you will be asked to address a student profile of your choice and to provide a series of activities to lead that student toward development of skilled movement. In front of the group, you must demonstrate awareness of a basic teaching process (i.e. introduce an activity, develop that activity, offer feedback, and summarize). You must be able to do this for students in the Beginner/Novice zone. Here are examples of different Alpine student profiles. What path might you take to lead each student to develop the skills necessary to ski basic parallel turns? How would you address these same students if they wanted to learn snowboarding? Or Cross Country? What if these people had a disability, how would you alter your lesson? A 16-year-old boy who has never skied. He is athletic, and lives in North Carolina where he spends all his time in-line skating and surfing. What is the path you might take to get him to parallel? He has borrowed a pair of skis from a friend for this lesson. 9 P a g e

10 A 62-year-old man who is taking up skiing after a career as a tennis player. He has not been very active recently as his wife has been sick and he has been caring for her. What is the path you might take to get him to parallel? He is on a pair of short shaped skis for his lesson. A 42-year-old woman who has never skied before and has no affiliation with any other sports. She and her boyfriend are going on a ski trip out East and he bought her the 160cm shaped skis that she has brought for her lesson. Rely on your experiences as a snowsports instructor for this portion of the exam. Throughout the 2-day exam many examples of teaching will develop. Pay attention and be prepared to possibly add comments on different approaches. Be prepared to answer How can we build onto that task/movement/skill. PROFESSIONAL KNOWLEDGE Identify how your lesson activities relate to the development of the fundamental skills (in a very basic sense). Demonstrate an awareness of good safety practices relative to all lesson activities and to your own personal skiing within the group. Describe how to change lesson activities in consideration of student age, the weather, or snow conditions. State the basic options, solutions, and benefits that modern ski or snowboard equipment designs provide. *Please note, PSIA-AASI membership is required prior to participation in a L1 exam. For schools and/or staff with questions regarding this requirement please contact the Alaska Education Chair at Resources needed prior to the clinic PSIA-AASI membership PSIA-AASI National Certification Standards Level I task descriptions Core Concepts Manual PSIA Alpine Technical Manual AASI Snowboard Instructor s Guide PSIA-AASI Children's Instruction Manual 10 P a g e

11 Level II and III Exam Formats Exam Format: Level II and Level III exams will consist of three (3) modules, conducted separately or together. All phases MUST BE completed within two years of a partial pass to qualify instructor for the next level of certification. All Level I/II instructors who wish to take a Level II or Level III exam need to: 1. Confirm your intention to be a candidate for a scheduled exam to your Ski School Director. 2. Attend a Pre-Exam Evaluation at a prep clinic prior to the exam. This is an assessment of the candidate s teaching, technical and skiing/snowboarding skills with a recommendation regarding exam readiness. This will be good for two years. 3. Sign up online at Space should be limited to 10 people to a group; exceptions will be made to a maximum of 14 people to a group. Level II/III Online Exam Module The online exam consists of 50 randomly selected multiple-choice questions. A candidate will be well prepared for the written exam if they are familiar with the information in this manual and the required reading listed at the end of this manual. The exam score is independent of the modules scoring. A candidate must receive a score of 70% or higher on the exam to be successful. Candidates will have two opportunities to successfully pass the online exam. If the exam candidate fails the online exam twice they must take an education course prior to their third and forth written exam attempt. The required education course will be selected by the Education/Certification chairperson upon review of the failed online exams. A passed online exam will be valid for 2 years from the date it is passed. Should a member require special arrangements for taking the exam, or does not have access to take the exam online, arrangements can be made through the Ed/Chair. For more information contact your local chairperson, Board member or school director. 1. ON-SNOW EXAM (Consists of two modules) The on-snow event is two days in length and is a pass/fail for each module. Both modules- Teaching and Skiing/Riding- must be passed to earn higher certification. Candidates will be given a description of the day and what is expected. Questions are to be addressed at this time to keep the day and event on time. Please be punctual to help these events stay on schedule! 11 P a g e

12 If the exam has less than five candidates, the on snow exam may be modified to a one day onsnow event with two examiners scoring. Teaching assessment Module The teaching exam consists of 3 on snow teaching evaluation modules. The session will include Teaching Children and Youth, Creative Teaching, and Movement Assessment & Teaching. Candidate s scores by examiners will be based on the Teaching and Professional Knowledge components in the PSIA-AASI National Standards. The scoring consideration areas of each module are described below the general description of the module. Feedback will be provided in the form of written comments by each examiner. Candidates need to pass two of the three teaching modules for a successful passing grade. 1. Teaching Children and Youth Module This module is to assess the candidate s ability to teach children and youth in a fun, safe and moving environment. It will also assess the candidate s understanding of ages and stages of children s development (CAP Model). Candidates will be expected to show they have experience working with issues that may arise between parents, coaches and students. The exam process involves a minute idea sharing and peer coaching segment lead by the candidate. Scenario cards presented by the examiner with children s ages, skill level, and goals will be picked by the candidate. The candidate is expected to create an appropriate environment using the chosen scenarios and lead the group in a creative, fun and moving teaching segment on appropriate terrain. Stages of development that are appropriate to the children s age should be accounted for in the program. Two examples of scenario cards for Alpine Level II are: An 8 year old female, skis anywhere in a power wedge no matter what the terrain. She is happy skiing in her power wedge, but holds up the rest of the class. She has the ability to ski parallel; at least this is what a former instructor told her. Her parents are adamant that she stays in this all mountain group. Can we get her out of the power wedge? A group of advanced intermediate skiers; boys and girls, ages 6 and 7. They are itching to get in the bumps, as they are bored of skiing the groomers. How would you approach coaching beginning bumps to these kids? Comment [Wps1]: We need to add some wording after adoption of document regarding where to go to find appropriate examples regarding specific disciplines The following are questions candidates may ask themselves to prepare for this exam module. Are the ideas and activities presented effective for the described scenario? Is the terrain choice effective and safe for the described scenario and population? How is the teaching segment related to kids? How is play, imagery, game used? Is the pace of the presentation effective? Do you understand why specific games/exercises are being used? What aspect of child development is being addressed in the teaching segment? 12 P a g e

13 Scoring Considerations for Children and Youth Module 1. Class Management This pertains to the candidate s ability to use the terrain safely, keep the group moving, and to involve all participants. The candidate is scored on the ability to create a team atmosphere that takes into consideration the individual needs of the group members. 2. Understanding of Children s Ages and Stages This pertains to knowledge of the stages of development; cognitive, affective, and psychomotor. Scoring consideration in this area is based on the relevance of an activity to the child s age and stage. Understanding of PSIA-AASI models and concepts must be accurate as they relate to children. 3. Use of Activities and Games This pertains to the effectiveness of an activity for a specific skill-based goal. The candidate will also be evaluated on the overall creativity and fun of the activity. 4. Student/Parent/Instructor Partnership This is based on the candidate s ability to effectively work with issues that may arise between parents and coaches, parents and kids, kids and kids, or kids and coaches. Specific issues that apply to this area are skill level, student/ parent/ instructor goals and child behavior. This scoring consideration is based on an interview or questions with the candidate regarding an experience where the components of working with these issues had to be utilized. 2. Creative Teaching Module The purpose of the Creative Teaching Module is to assess if a candidate can use similes, analogies, metaphors, on-snow simulation activities, and past life experiences or any combination thereof, to teach skiing in a creative non-technical manner. In the Creative Teaching Module, the candidates are asked to coach the group for minutes, addressing a student profile and a student s skill development. Candidates will be asked to draw from 2 stacks of cards. One stack of cards has student profiles describing mind set, goals, fitness, gender, and age. The other stack of cards has a technical description of the student s present skill development. The combination of the 2 cards drawn will provide the student profile the candidate is to address. Candidates should be prepared to choose words and activities that are relevant to the hypothetical student(s) and of interest to the exam group. The candidate must use a physical life experience, an image, analogy, on-snow simulation activity, or any combination there of that can transfer a student s prior knowledge/experiences to the skiing experience. It is likely that at the end of the module, candidates may be asked to briefly state how they might modify their presentation to fit a different skier demographic. (Older, younger, male, female, fitness level). The Creative Teaching Module is examined in an on-snow format allowing about one run or about minutes per candidate. Examples of student profile and skill level cards: Student Profile 18 year old male, weight 200lbs, height 5 10, has trouble with sore shins and speed control 13 P a g e

14 Skill development description The student skis a mixture of stem Christie and parallel, with traverses between turns Scoring Considerations for Creative Teaching Module 1. Power of the Transfer Teaching Styles Learning Modes (VAK) This pertains to how well the selected images/activities/experiences address the chosen student profile while matching the needs of the group. The coaching should create a bridge from the experience/activity to the skiing movements to be learned. 2. Technical Validity of the Teaching Concept This pertains to the candidate s understanding of PSIA-AASI models and concepts and the mechanics of skiing and riding. The candidate s coaching should enhance skills and promote fundamental movements. 3. Group Handling Skills (able to make age specific modifications) This pertains to the way a candidate acts and reacts to given circumstances. This would include considerations such as: Presents information in an interesting, creative way at the right time. The ability to be student centered. Demonstrates awareness and understanding of safety considerations (The Responsibility Code). Modifies concepts to meet the needs of children as well as seniors. Addresses performance frustrations, fear, and anxiety. Leads group effectively in the alpine environment; includes making appropriate terrain choices. 4. Communication Skills Group Involvement Personal Attention This pertains to how a candidate shares ideas and information with others. This would include considerations such as Provides consistent, positively stated information at the right time and to the right person. Provides information that is appropriately descriptive and prescriptive. Gives clear, concise directives. Demonstrates effective verbal and nonverbal communication. Conducts discussions that involve everyone and create enthusiasm, excitement, and synergy. 3. Movement Assessment & Teaching Module This on-snow module is evaluated through active group participation and interaction. Throughout this module candidates and their Examiner will interact in directed activities and discussions. The activities and discussions will be based on knowledge of skiing and riding skills. Active individual participation is required throughout this module. Candidates will be expected to: Share how they teach skills and movements for scenarios being discussed. Show how they incorporate Teaching Styles and VAK into their coaching to enhance learning. Use language and activities to convey how the body should move and how the skis should interact with the snow. Interact with the exam group and the examiner in such a way that it is evident that the candidates are paying attention to and understand how the group s performance is affected by their activities and directives. 14 P a g e

15 Recognize and describe what body parts move to apply the skills and movements of effective skiing. Draw conclusions about relationships between body movements and performance outcomes. Provide potential solutions about what to change to reach desired outcomes. Choose wording that could provide accurate, concise and tactful advice for other exam candidates and/or potential students as it relates to the activities and discussions. Scoring Considerations for the Movement Assessment & Teaching Module 1. Identifying Cause and Effect This pertains to a candidate s understanding of what body movements cause effective and ineffective skiing. Conclusions should be based on a working understanding of the skills and the Visual Cues of Effective Skiing. 2. Communication Skills / Terminology / Skiing Skills-Demos This pertains to how the mechanics of skiing are conveyed. Is the message easily understood and accurate? Is the terminology used accurate, well communicated and understood by the candidate? Are the word choices used a help or hindrance to learning? Do the skiing skills and demonstrations convey the idea(s) being taught and are they representative of this certification level. 3. Effective Feedback This pertains to a candidate s ability to share meaningful performance results and effective performance suggestions in an accurate, concise and tactful way. 4. Teaching Movements and Skills This scoring area pertains to understanding teaching outcomes. Awareness of how activities and directives affect individuals and/or the group is important. A working knowledge of PSIA-AASI models and concepts is important. Both the leader and the group (or group member) should be aware of the need for change and attempt appropriate change when called upon. Note: In the limited time of the exam format it is not expected that a candidate would dramatically alter a group member s skiing. Teaching and Professional Knowledge Each candidate will have the opportunity each day, in each module, to demonstrate his/her teaching knowledge and experience: Through developmental teaching Candidates will be asked to share and/or demonstrate their ideas relative to the development of skiers through the Intermediate zone) Through participation/discussion with the group and relative to other people s teaching By offering additional input relative to their own teaching Through snapshots i.e. offering ideas relative to situations presented by the Examiner By sharing challenges they encounter at their home areas Skiing/riding assessment Module 15 P a g e

16 An on snow skiing/ riding assessment will be undertaken and consist of up to 6 hours on snow. Scores will be given based on a 1-5 system. Please refer to the exam scoring card which can be previewed on the certification page of 1= Does not meet the standard 2= Sometimes meets the standard 3 = Meets the standard 4= Sometimes exceeds the standard 5= Exceeds the standard A minimum score of 3 will be needed to pass each task. It is possible to fail a task and pass the module with higher scores from other tasks. Level II certified teachers have the skills to make short-, medium-, and long-radius parallel turns on blue and groomed black terrain with minimal skidding. Skis make two separate, relatively defined arcs in the snow from before the fall line to completion. Skill application and accuracy may vary with terrain and snow conditions. Demonstrations should illustrate accurate movement patterns. Level III certified instructor possesses high levels of skill and knowledge that allow him or her to make an uncompromised contribution to the customer, the association and the ski industry. Level III-certified teachers should have the skills to make short-, medium-, and long-radius parallel turns with little or no skidding. The skis describe two well-defined arcs from transition to the fall line to turn completion. Terrain and snow conditions should have a minimal effect on skill application, movement accuracy, and turn outcome. Turn dynamics should represent the terrain, speed, and snow conditions common to Advanced zone skiing. A Level III certified teacher has the ability to maintain dynamics and movement accuracy through most conditions, on any terrain on most mountains. To pass the on-snow assessment, candidates must pass with combined scores of 80% from the two examiners. Scoring will be on a 1-5 scale. The two examiners cards will be added together and divided to determine a pass/ fail grade. EXAMINERS (1) One outside lead Examiner and one LOCAL Alaska Examiner or (2) Two Alaska Examiners. Lead examiner will be selected to address group and be responsible for answering questions prior to exam. 16 P a g e

17 Exam Procedures Candidates are encouraged to arrive early to events to keep the time schedule on track. Please be punctual! Candidates will start at 9 am (Juneau, Fairbanks) or 10 am (Girdwood) for alpine and snowboard exams. (Cross country exams take place at times consistent with local area, please check description of event for actual times.). Examiners will introduce themselves and explain exam procedure. On snow score card will be handed out and reviewed. Candidates will ask all final questions about procedure s (Lunch, time frames, area for gear, breaks, etc). Professional Development Required Reading The following list of educational material is mandatory reading for all candidates applying for a Certification exam PSIA-AASI National Certification Standards 2010 PSIA-AASI National Children s Specialist Standards PSIA/AASI Core Concepts for Snowsports Instructors Manual PSIA Alpine Technical Manual: Skiing and Teaching Skills 2nd Edition (2002) AASI Snowboard Instructor s Guide, 2008 PSIA Alpine Visual Cues to Effective and Ineffective Skiing PSIA Alpine Cues to Effective and Ineffective Teaching PSIA-AASI Park and Pipe Instructors Guide (2005) PSIA-AASI Children's Instruction Manual (2008) PSIA-E Exam & Study Guide (2010) 32 Degrees The Journal of Professional Snowsports Instruction PSIA-AASI Additional Reading The following educational materials are suggested as additional resources for working ski instructors and exam candidates. PSIA-AASI Children s Ski and Snowboard Movement Guide (2005) PSIA-AASI Children's Instruction Handbook (2000) PSIA-E Alpine Standards DVD (2010) Tactics for All-Mountain Skiing (2006) PSIA-AASI Adult Alpine Handbook Power Play Kids & Snowsports Video A Ski Instructor s Guide to the Physics and Biomechanics of Skiing (1995) Captain Zembo s Ski & Snowboarding Guide for Kids 2nd Ed. (1996) PSIA Adaptive Manual (2003) AASI Snowboard Manual (2007) AASI Focus on Riding DVD (2005) Vail-Beaver Creek Snowboard Handbook Ultimate Skiing by Ron LeMaster 17 P a g e

18 Online Material PSIA-AASI Movement Matrix Study Questions An excellent way to find out if you have a comprehensive enough understanding of ATS is to test yourself on study questions. Go to to access the study questions. Contact your certification/ education chair regarding follow up questions. Clinician development Goal To develop the following traits in our trainers Fun (i.e.; keeping group moving, fast paced teaching scenarios that excite and challenge as well as inform.) Management skills appropriate to status The ability to create positive learning experiences Develop both personally and professionally Requirements All Level III instructors who Actively teach (including part time at volunteer areas. Must be at least 20 hours a month ) In good standing with division (dues current, educational credits current) Must submit at least one article a year to the Arctic Turn Be available for at least 5 days a year for staffing events (Exceptions can be made if no Level III present consult with education chair for approval) Training Training will be conducted throughout the winter. Check calendar for time and locations. Trainers are highly recommended to attend training if they wish to conduct training for that winter. How Training will consist of the following 18 P a g e

19 CLINICIAN TRAINING PSIA ALASKA EDUCATIONAL PLAN Outline guides will be developed for new material or for new clinician training. Milestones for development will be decided upon by Education Chair New clinicians will teach from the guideline and be coached by the education/ Certification chair. Education chair will give final approval for clinicians to be utilized in Alaska EXAMINER STATUS AND MAINTENCE Must be current in dues and teaching hours Must be an approved clinician for at least one year (does not preclude from attending examiner training) Must attend training throughout season. Missing two training events in one year will move name to bottom of list for selection of LEAD LOCAL EXAMINER EXAM TRAINING EXAMINER TRAINEES Must provide a filled out evaluation form covering examiners skiing, teaching and management skills. Form will be Level III exam card. The evaluation will include clearly written feedback to examiners detailing how to improve their skiing, teaching and management skills utilizing a clearly written positive format. Will address positive behaviors to build upon as well as area s to improve upon with advice. Must pass written exam and on-snow test. Must pass both written and on snow portion by score of 80 %. Passing the preceding criteria will move the candidate to move onto the list for LEAD EXAMINER for upcoming exams. Examiners should plan to retake the Level III exam every (3) three years. To retain your spot on the LEAD EXAMINER list must attend training or retake the Level 3 exam to move back onto the list. LEAD EXAMINER LIST This is the list of current examiners in Alaska for all Level II and III exams. Level I examiner s will be chosen by the Educational Chair to meet needs. To ensure a proper rotation of examiners, their names of all examiners in state will be placed onto the list. Depending on attendance and training, the list will be updated throughout the winter and the top three examiners will be notified of upcoming exam dates. Will be lead examiner for only one exam before moving to the bottom of the list for LEAD EXAMINER. First three names on the LEAD EXAMINER list will be contacted two weeks prior to exams to check on availability. The Lead Examiner will be the first name on list. 19 P a g e

20 Will have name moved to bottom of list for selection to become next LEAD LOCAL EXAMINER, if no attendance at two or more training events per season If no attendance to training for one year, the name will be removed until completion and passing of Level three exam EXAMINER in TRAINING To continuously improve our examiner ranks we should stand on the backs of those who come before us. With that said some guidelines of what will be expected follow. Professional guidelines will be adhered to for advancement to examiner status. Unprofessional conduct during events or exams will result in peer review and BOD discussion for further action. A fun and positive attitude Full participation in event including taken of written test and two day on snow evaluation Mentorship when asked for by examinee Mentorship will include the following Guidance in determining a path for movement analysis, teaching or presentation of topics. May also be utilized as a sounding board for many topics. Feedback on candidates presentation Keeping it fun (i.e.; keeping group moving, fast paced teaching scenarios that excite and challenge as well as informative.) TRAINING Focus will be on developing positive traits through group interaction. Dissidence and disagreement are part of a viable and strong organization. A productive group will embrace dissent and grow and become much more innovative. This should be noted, allowed and taken into accountability when holding discussions. Some area s for evaluation should include but not be limited to the following Continuous evaluation of exam procedure, updating as needed. On snow task skiing with camera, scores will be thrown individually. Indoor review consisting of comparison to national standards and continuity of thrown scores. Group will select two examiners to play roll of examiners Examiners will administer an abbreviated exam including written test and on-snow assessment. Group will be graded by examiners Examiners will be assessed by group 20 P a g e