Canadian Association of Nordic Ski Instructors. Telemark Instructor - Level I Course Workbook

Transcription

1 Canadian Association of Nordic Ski Instructors Telemark Instructor - Level I Course Workbook Candidate Name: Course Conductor: Course Location, Date:

2 AGENDA On time is good, early is best! ALWAYS. Carry a notebook, pencil & watch at all times on course. Use them! Start times as per instructions: Session One Approx. hour into session 00:00 Arrival, meet & greet, registration confirmation 00:45 Introduction, overview of course agenda, objectives & continuous evaluation process Learn to learn evaluation, get skiing!! 01:15 Introduction of Level I maneuvers and progressions 02:30 Videotaping 03:15 Focus on skill development using interactive teaching format (Continuous Evaluation Process) 04:00 BREAK 05:00 Skill assessment and development - basic abilities; symptoms vs. causes; skills 06:00 Exercises and drills pertaining to 5 skills and personal skill development 07:30 Video Review and individual feedback to each candidate 08:00 Session (CANSI overview), skiing mechanics, teaching tips, lesson planning, steps to a good lesson intro, demo, assess, develop, link back to skiing) 09:00 Close - What s the next session s start time???? Where?? Session Two Approx. hour into session 00:00 Review Day One material Question and Answer Period 01:00 Individual skill development 02:00 Practice teaching focus short and simple introductions and proper demos. 03:30 BREAK 04:30 PracticeTeaching - focus on assessment & development 07:00 Getting results in lessons 07:30 Indoors - Lesson planning recap 08:00 Close - What is your start time for next session???? Session Three Approx. hour into session 00:00 Review Day 2 teaching topics 01:00 Final ski assessment for 3 ski maneuvers 02:00 Final teaching sessions 03:30 Ski-off if necessary / Q & A 04:30 BREAK 13:00 TBA 14:00 Results Length of Course: 20 hours Evaluation Definition E Excellent exceeds the acceptable criteria CANSI National Office Page 1

3 S Satisfactory meets the acceptable criteria M Marginal meets some of the acceptable criteria U Unsatisfactory does not meet the acceptable criteria Evaluation Criteria Course Conductors will apply continuous skiing and lesson evaluation with feedback to candidates throughout the course. At the discretion of the course conductor, candidates may be requested to perform a "Ski-off" near the end of the course Minimum Criteria for Successful Completion of the Course Skiing: Candidates must demonstrate the key technical points in each of the following three (3) maneuvers Basic Telemark Intermediate Telemark Parallel Telemark 1 marginal permitted out of Basic Telemark, Intermediate Telemark. Satisfactory or excellent required for Parallel Telemark Lesson: 1 satisfactory or excellent result required out of 2 lessons. Attitude: Candidates are expected to be timely, courteous, and attentive. Treat others as you wish to be treated. Attendance is mandatory for all parts of the course, including indoor portions whenever they may be scheduled. Equipment should be tuned and in good working order - time allowances cannot be made for repairs during courses. Be presentable and professional at all times - as you would if teaching to the general skiing public. Retests: If one of skiing or teaching does not meet standard a retest may be requested at a future course of the same level within 1 year. There is a small fee for the retest. All arrangements must be made by the candidate. CANSI National Office Page 2

4 Diagram Discussion: -turn phases - initiation, completion, crossover -gravity & line of momentum -fall line -arc vs. turns -turn shape - speed & control CANSI National Office Page 3

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6 Skiing Maneuvers: Basic Telemark Slow speed skidded turn in an 8-10 metre corridor with centered mobile stance to achieve Telemark stance at the end of Phase 3, on groomed green slopes. Through all phases of the turn, continuous and appropriate range of movement is used to progressively regulate pressure against the skis, as steering skills (pivoting, edging, pressure control) are used to steer both skis, to create rounded turns with consistent speed control. The upper body and hips face the line of momentum. Phase 1 - completion to neutral Stance change from Telemark to alpine wedge as Centre of Mass (COM) rises progressively As edge pressure is released, Base of Support (BOS) is re-established equally on both skis as feet are beside each other Phase 2 - neutral to fall line Lower body leads the turning effort The skis are steered with an alpine wedge where lateral weight shift creates greater pressure on the outside ski Phase 3 - fall line to completion The skier's weight remains steadily balanced against the outside ski The inside ski pivots to parallel and stance changes to Telemark at the end of the turn, using a scissoring action of the legs as Centre of Mass (COM) lowers progressively CANSI National Office Page 5

7 Intermediate Telemark Moderate speed partially skidded turn in a 8-10 metre corridor with centered mobile stance to achieve Telemark stance at the end of Phase 2, on groomed green and blue slopes. Through all phases of the turn, continuous and appropriate range of movement is used to progressively regulate pressure against the skis, as steering skills (pivoting, edging, pressure control) are used to steer both skis, to create rounded turns with consistent speed control. The upper body and hips face the line of momentum. Phase 1 - completion to neutral Optional pole plant signals start of edge pressure release and lead change Stance change from Parallel Telemark to alpine wedge as Centre of Mass (COM) rises progressively As edge pressure is released, Base of Support (BOS) is re-established equally on both skis as feet are beside each other Phase 2 - neutral to fall line Lower body leads the turning effort The skis are steered with an alpine wedge where lateral weight shift creates greater pressure on the outside ski The inside ski pivots to parallel and stance changes to Telemark using a scissoring action of the legs, as Centre of Mass (COM) lowers progressively Edge angle is first created by inclination and later increased by angulation Phase 3 - fall line to completion The skier's weight remains steadily balanced against the edges of both skis. Edge angle is further increased by angulation to facilitate steering CANSI National Office Page 6

8 Parallel Telemark Higher speed turn with minimal skidding in an 8-10 metre corridor with centered mobile parallel Telemark stance in all phases of the turn, on groomed blue slopes. Lead change is performed using a continuous scissoring action of the legs. Through all phases of the turn, continuous and appropriate range of movement is used to progressively regulate pressure against the skis, as steering skills (pivoting, edging, pressure control) are used to steer skis simultaneously so that they remain parallel, to create rounded turns with consistent speed control. The upper body and hips face the line of momentum. Phase 1 - completion to neutral Pole plant signals start of edge pressure release and lead change As edge pressure is released, Base of Support (BOS) is momentarily re-established equally on both skis as feet pass each other Centre of Mass (COM) rises progressively as Base of Support (BOS) passes underneath the Centre of Mass (COM) Phase 2 - neutral to fall line Lower body leads the turning effort Lead change is completed as the Base of Support (BOS) continues to be actively steered. The Centre of Mass moves laterally to the inside of the new arc and creates greater pressure on the outside ski. The Centre of Mass (COM) lowers progressively as a result of moving laterally. Edge angle is created first by inclination and increased by angulation Phase 3 - fall line to completion The skier's weight remains steadily balanced against the edges of both skis. Edge angle is further increased by angulation CANSI National Office Page 7

9 Lessons: Lesson evaluations will include two components: Teaching: Communication skills, class organization, safety, amount of activity, element of fun. Technical: Perform Level I Telemark maneuvers the intermediate level with correct choice of terrain, accurate analysis of key technical points, use of appropriate skill development exercises, and proper technical explanations. All lessons cycle thru 6 parts: 1. ASSESS - look, ask, listen. What do they want? Need? What s a desirable outcome? 2. Isolate ABILITY, determine SKILL for maximum benefit 3. Choose TERRAIN which suits an easy, comfortable learning curve 4. DEVELOP a PLAN (suit drills to skill): -introduce a goal, demonstrate often & sequence learning back into skiing 5. GUIDED MILEAGE to ensure retained learning (work into skiing) thru practice 6. REASSESS for success - look, ask, listen... Were goals, objectives met? Improvement made? Recycle as necessary... Remember: When Demonstrating Tell em what you re gonna do PREVIEW Explain Do it DO Show Tell em what you did REVIEW Practice Let em feel it The statements all mean the same thing, of course. A proper demo will positively impact all skiers, regardless of their learning style. Canadian ski teaching methodology focuses on the individual, client or candidate. All sliding sports in our country take this approach (although there are some differences in terminology among the associations) which applies a few very basic physiological concepts to affecting change to individual skier performance. Further to this, CANSI promotes an understanding of learning before teaching. A consideration of individual learning styles and introducing concepts to suit will make learning and teaching an easy, enjoyable process. A Learning Style Inventory follows - Circle the letter for your response, leave the question blank if none of the responses are appropriate: CANSI National Office Page 8

10 1. If I have to learn how to do something, I learn best when I: (a) Watch someone show me how. (b) Hear someone tell me how. (c) Try to do it myself. 2. When I read, I often find that I: (a) Read out loud or hear the words inside my head. (b) Visualize what I am reading in my mind's eye. (c) Fidget and try to "feel" the content. 3. When asked to give directions, I: (a) Have no difficulty in giving them verbally. (b) Have to point or move my body as I give them.. (c) See the actual places in my mind as I say them or prefer to draw them. 4. If I am unsure how to spell a word, I: (a) Write it in order to determine if it feels right. (b) Spell it out loud in order to determine if it sounds right. (c) Write it in order to determine if it looks right. 5. When I write, I: (a) Am concerned how neat and well spaced my letters and words appear. (b) Push hard on my pen or pencil and can feel the flow of the words or letters as I form them. (c) Often say the letters and words to myself. 6. If I had to remember a list of items, I would remember it best if I: (a) Moved around and used my fingers to name each item. (b) Wrote them down. (c) Said them over and over to myself. 7. I prefer teachers who: (a) Use the pictures or diagrams while they lecture. (b) Talk with a lot of expression. (c) Use hands-on activities. 8. When trying to concentrate, I have a difficult time when: (a) There is a lot of noise. (b) There is a lot of clutter or movement. (c) I have to stay still for any length of time. 9. When solving a problem, I: (a) Talk myself through it. (b) Use my entire body or move objects to help me think. (c) Write or draw diagrams to see it. CANSI National Office Page 9

11 10. When given written instructions on how to build something, I: (a) Try to put the parts together first and read later. (b) Read them out loud and talk to myself as I put the parts together. (c) Read them silently and try to visualize how the parts will fit together. 11. To keep occupied while waiting, I: (a) Walk around, manipulate things with my hands, or move/shake my feet as I sit. (b) Look around, stare, or read. (c) Talk or listen to others. 12. If I had to verbally describe something to another person, I would: (a) Gesture and move around while talking. (b) Be brief because I do not like to talk at length. (c) Go into great detail because I like to talk. 13. If someone were verbally describing something to me, I would: (a) Enjoy listening but want to interrupt and talk myself. (b) Become bored if her description got too long and detailed. (c) Try to visualize what she was saying. 14. When trying to recall names, I remember: (a) Names, but forget faces. (b) Faces but forget names. (c) The situation that I met the person other than the person's name or face. Scoring Instructions: Mark your answers to the questions on the following table. 1. (a) V (b) A (c) K 6. (a) K (b) V (c) A 11. (a) K (b) V (c) A 2. (a) A (b) V (c) K 7. (a) V (b) A (c) K 12. (a) K (b) V (c) A 3. (a) A (b) K (c) V 8. (a) A (b) V (c) K 13. (a) A (b) K (c) V 4. (a) K (b) A (c) V 9. (a) A (b) K (c) V 14. (a) A (b) V (c) K 5. (a) V (b) K (c) A 10. (a) K (b) A (c) V Add up the number of the letters V, A, or K associated with your answers and enter the total below. Visual Auditory Kinesthetic V = A = K = The area with the highest number of responses is your primary mode of learning. Interestingly, we tend to teach the way we learn. By understanding ourselves better, we can evolve our teaching approach to include all learning styles and customize skier development. CANSI National Office Page 10

12 Ability and Skill - tools for skier development: Performance in sports requires physical ability. There are 3 abilities which are basic to skiing: Being centered and mobile on the skis Turning the skis with the lower body (legs & feet) Management of edged skis Initial assessment of these key abilities is the start of skier development. Once an ability is identified as lacking in any situation, determine how to best improve it by adjusting skier skills. There are 5 skills which could be used in the development process (the lesson). 1. Stance and Balance Define BOS Define COM What is the difference between stance and balance? Discussion: Equal bending/mobility in all joints. Adjusting stance for different conditions. Planes of balance (4) 2. Timing and Coordination What is the difference between timing and coordination? How is the pole plant used? Discussion: Give other specific timing examples from the day s on snow session 3. Pivoting What is a steering angle? Edge angle? How does ski sidecut affect pivoting? Discussion: Pivoting as upper/lower body separation whether turn is carved or skidded. CANSI National Office Page 11

13 4. Edging What is angulation? What is inclination? Discussion: Edging relative to speed, radius, and terrain. 5. Pressure Control How is pressure related to edging? How are flexion/extension used to regulate pressure? What skills are blended to create steering? Discussion: Pressure control in uneven terrain. Pressure related to speed, turn shape. Toolbox of Skill Development Drills: 1. Stance and Balance 2. Timing and Coordination 3. Pivoting CANSI National Office Page 12

14 4. Edging _ 5. Pressure Control Discussion: Matching skill development with appropriate drills. Using and demonstrating drills for different learning styles. CANSI National Office Page 13

15 LESSON PLANNING Scenario You are running a half day telemark clinic at a ski resort. The students range from people who have never tried telemark skiing before, to advanced telemark skiers. The weather and snow conditions are good. The resort has a full selection of terrain from beginner to advanced. Put together an outline of what to do with the entire group who are all ready to ski. Indicate how you might form groups that could be assigned to other instructors. Put together an outline of a lesson plan for a particular group of students. Student Ability Level Beginner Intermediate Advanced Goals Strategy Terrain Activities CANSI National Office Page 14

16 NOTES: CANSI National Office Page 15

17 NOTES: CANSI National Office Page 16

18 INTERIM COURSE RESULTS Name: NOTE: These marks are only to be used as an indication of performance on the first day of the course LESSON ASSIGNMENTS: Result Result Result Result Result Result SKI TECHNIQUE: Basic Telemark Result Intermediate Telemark Result Parallel Telemark Result COMMENTS: CANSI National Office Page 17

19 Notes: CANSI National Office Page 18

20 FINAL COURSE RESULTS Name: LESSON ASSIGNMENTS: Final Final Final Final Final Final Lessons Overall- Excellent, Satisfactory, Marginal, Unsatisfactory (E, S, M, U) SKI TECHNIQUE: Basic Telemark Final Intermediate Telemark Final Parallel Telemark Final Technique Overall- Excellent, Satisfactory, Marginal, Unsatisfactory (E, S, M, U) CANSI TELEMARK LEVEL I INSTRUCTOR OVERALL COURSE MARK COMMENTS: PASS, RETEST ON, UNSATISFACTORY Signed,Course Examiner. Dated: CANSI National Office Page 19

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22 Extremely Useful Information Instructors evolve excellent lessons by including the following: Safety/control Consider individual and group safety a priority Ensure good visibility uphill and down, i.e. avoid blind spots below rolls, avoid blind corners on runs Secure a safe run out, enough space, i.e. room to turn around, stop below group and return uphill or to other side of the runs Command class control, i.e. avoid crowding, collisions. Stress team work. Enthusiasm/motivation Motivate the student to learn Create good, positive, challenging & stimulating learning situations Relieve frustration of the student Encourage participation Provide an opportunity for dialogue/discussion Gain group s attention, speak loud enough, use names and eye contact Transfer genuine excitement and energy, have FUN Choice & use of terrain Select appropriate terrain for specific skill levels, i.e. not too gentle or too steep Fully utilize the terrain (side hills, bumps, trails, etc,) Sequence Cover each step (6) in your lesson cycle, every time Break down manoeuvres into manageable parts or sequences of movement Prioritize abilities for improvement (assess) first Build skills from the basics up (develop) second Pace/Time Management Keep things moving: ski on snow, talk on lifts Work to a clock: time lifts, plan for guided mileage Demonstration Explain, Show, Do manoeuvres to the best of your ability, appeal to all learning styles Use normal speed for most accurate demonstration, slow motion and static demos are difficult to do correctly Appropriate length, show a series of turns, ski towards the group and past them Use side view and/or front view when appropriate, i.e. to show weight transfer Use lots of demonstrations during lesson most people learn visually Technical Descriptions Show whenever possible Be simple but explicit CANSI National Office Page 21

23 Clear, concise explanations are always best Key words must be used effectively Technical terms should be used accurately, simple (or no) terms for beginners Be enthusiastic, positive, and confident Explanations, analysis and feedback should indicate an accurate technical understanding of basic mechanics for all manoeuvres, i.e. how weight transfer works, components of snowplow turns Skill Analysis Identifying criteria for optimal performance, comparing the student s performance to those criteria Providing feedback and activities to the student to assist learning of the skill Instructor must be able to analyze each skill Focus on basics of each skill, i.e. balance and stance are basic to all skills Have a mental image of the correct technique superimposed over what we see in the student s technique Work through a hierarchy of assessment Macro to micro o Movement of the body, does the total picture look correct o Factors that affect the judgement of performance when analyzing skiing o Angle or point of view of the instructor o Appropriateness of location to measure manoeuvre accuracy, i.e. hill too steep to perform snowplow turns or too flat to perform parallel telemark Skill Development Understand the mechanics of correct technique. Recognize areas for improvement in the student s technique Give an exercise or drill to student; be creative Work with each individual as much as possible Check back and give reinforcement, encouragement Use small steps, ample time, variety, people need mileage to improve Enhance understanding between the student and the teacher Change student s mechanical performance of the manoeuvre Communication used must be understandable by the student Exercises or explanations must focus on what to do to improve, not what is wrong. BE POSITIVE! Reinforce the areas in which the student is doing well Develop basic areas to improve first Focus on one skill at a time, too much information is confusing Ensure it is the right time to give feedback, that is, make sure the student is receptive to your input at this moment Exercises (related movements or activities that represent the skill being developed) Verbal, Visual, Practical Hands-on (physical manipulation through position(s)) Mechanical, use of video Written, reports or manuals Reciprocal, through another person Self-evaluation CANSI National Office Page 22

24 Individual objectives Set individual, achieveable, measurable goal for each person Give each person a focus Ensure everyone is set up to win by the end of the lesson, i.e. make sure they achieve the objective Individual feedback Provide group feedback or subgroup feedback, then individual feedback Be specific, simple and positive Communicate with everyone Make sure students understand how they are performing relative to their objective(s) Use other students to provide reciprocal feedback Individual care & attention Hands-on when appropriate (seek permission first) Listen lots! Work with each individual as much as possible Ask open-ended questions, i.e. how does that feel? CANSI National Office Page 23