Level 200 clinic outline

Level 200 clinic outline DAY 1 Day 1 Goal: Teach coaches about the interrelationship between the training environment, skiing performance, and program planning through a review of the mountain and gate drills that teach proper fundamental skiing. 8:00-9:00 Registration, introductions, goals of clinic, program & schedule overview 9:00-10:00 On-snow training environment, ski the mountain Facilitate group discussion while skiing: What does the current mountain offer for training opportunities? What's the available freeski terrain? Gate training areas? Terrain parks? Current snow conditions, weather, crowds, turnaround time, other variables that would impact training goals and decisions. Differences based on ages/abilities of athletes. Identify the current training environment's strengths and weaknesses and search for possible solutions to improve the environment to meet training goals. Brief review of Alpine Ski Fundamentals key concepts (Level 100): Skill areas of pressure, edging, rotary, gliding & aerodynamics, jumping and terrain and how they'll relate to the course set or training environment. 10:00-11:30 On-snow GS fundamentals drills Set up corridor drills: standard corridor, outside corridor (turning phase outside of corridor), varying widths, varying slopes, varying fall line, center line o Suggested dimensions: Start with GS corridor, set two lines of brushes spaced 15-20m down the hill and 15m across the hill. Can direct skiers to run to the edges of the corridor, or around the brushes to the outside of the corridor. Add another set of brushes 5m outside of one edge of the corridor, spaced the same distance vertically. Now the corridor will be 20m wide, with a 5m corridor and a 15m corridor inside. Coach can prescribe skiers to make various turn patterns (2 in 20m corridor, 2 in 15 corridor; 2 in 15 then across to 5m corridor for two back to 15m corridor; etc) Move the middle set of brushes to the center (10m to each side). This middle line can be used as a cue for pole plant (before the middle line), edge release (before the middle line), or to mix up turn shape in a single corridor (for example 2 turns at 10, 3 at 20, 2 on the other side at 10, 3 at 20 and so on) If time, set an hourglass corridor, starting at 15-20m across the hill and narrowing to 4-5m across the hill and back to 15-20m. Emphasize turns are completed throughout, not more in fall-line as corridor narrows but smaller turn radius. Edging drill (add-a-pole) Course in moguls

11:30-12:30 Lunch 12:30-3:30 On-snow gate drills with technical emphasis Turn shape drill: review setting with brushes, stubbies, to full gates; set SL or GS (or SG if space allows). Spend most time here, have coaches take turns setting using recommended distances from ASF II CD (can download from http://alpine.usskiteam.com/alpine/level- 100- updates). To best use space, if possible have 2 setting groups, one setting GS version and other setting SL version. o Talk about where a single gate would be placed such that if the two turn shape gates are pulled, the rut left from the apex would be in the proper position Angled gate drill (from ASF 2 CD) Diamond hitch drill (from ASF 2 CD) 3:30-4:00 Break, set up classroom (take additional time if needed depending on classroom site & setup) 4:00-4:20 Classroom review of day, relating it to participants and their training situations, open discussion Review of on-snow time Ask participants about their program philosophy. How much training time is allocated to freeskiing, drills, gates? How much gate time is drill-oriented? How much is race simulation? How is freeskiing time viewed by the athletes? Parents? Are they effectively using their mountain? Ski area relations have participants share what kind of support their program has from management for hill space, facilities, snowmaking/grooming, terrain building, B-netting, etc. Encourage coaches to be proactive about getting what they need to maximize their training environment, but to go about it the right way setting the example on the hill and in the lodge, ambassadors for the sport, professional and realistic in approach with solutions 4:20-5:20 Classroom review training Environment CD Quick review of how to use CD Go through the Training Environment presentation from the home page, starting with Jesse Hunt's quote Explain the 9 environmental factors that impact the training environment and discuss within group when and how to adjust based on the different factors Do not cover the course setting discipline chapters in the CD, but do let the participants know that there are some figures that are out of date based on new rule changes (for example, 15m is listed as maximum for SL instead of 13m for scored and new children's rules). Direct participants to find updates at http://alpine.usskiteam.com/alpine/level-200-updates. Review Alpine Training Systems Course Setting Recommendations document in folders o Course setting lengths shorter for phase 3 and younger athletes

o Technically challenging for younger ages, tactically and technically challenging for older ages o Events Kombi for children, introduction of speed Go through the Drills presentation from the Course Setting chapter Discuss the purpose of drills, evaluation of drills, and how to create a progression of drills Expand coaches thinking of drills courses from the drills presented in these CD's coaches can also make a regular set a drill course by having skiers ski on one ski, or with no poles, or arms crossed, etc., even introducing timing with these variables to heighten the focus Review the planning documents presented at the Level 100 clinic and included in the training environment CD, ask participants to work on a lesson plan they can apply for their athletes to address a certain fundamental skill goal as homework to be reviewed at the start of the day 2 classroom program. Emphasize the importance USSA places on planning, and using the evaluate, plan, implement, and re-evaluate process for effective training. Go over the Training Environment Program Planning Part I pdf document from the Training Environment CD, specifically reviewing the four training objectives technical/tactical skill acquisition, technical/tactical skill adaptation, equipment testing or comparative timing, and competition preparation, and how these objectives can be met or unmet based on the training environment. 5:20-5:30 Break 5:30-5:45 Classroom course setting trends and rules updates Updated course setting rules are outlined in the one-pager attendees receive in folder Children's course setting rules age-specific requirements. These are based on the concepts in the Alpine Training System. Key points are a move to shorter courses for higher intensity racing with a greater ability to focus on technical execution, setting shorter distances that match the skills they will need later at full maturity, and using variety of sets that require full skill development. Review single pole SL course setting rules and single gate GS rules SL course setting trends World Cup distances 9-10m on open gates, never over 11m. Combinations often set under 6m, occasionally under 5m. Tighter distances dictated by new gate count requirements a few years ago based on vertical drop and steep World Cup venues. More a-rhythmic sets, frequent double combinations or delays into combinations. Into hairpins are more common, as are 4-gate flushes. How does this apply to junior racing? Facilitate discussion. It has changed technique more need to re-direct at top of turn more often, are junior courses dictating that those skills be developed? Single-pole setting now the norm, make sure all know rules. GS course setting trends World Cup distances vary. First World Cup races on new equipment had same amount of turns as last year, expecting distances to range from 24-28m. No exceptions are made to gate count percentages based on vertical drop. A- rhythmic sections, chicanes, often big offset. How does this apply to junior racing?

Facilitate discussion. How do our generally well-groomed trails with consistent fall lines and pitch impact our course setting decisions? Single gate now allowed at USSA events, make sure all know rules for outside gates and clear passage. SG course setting trends Vary based on venue and gate count requirements, can run from GS like at Val d'isere to DH like at Lake Louise and everywhere between. Focus on setting appropriately for the ability of the athletes and factoring in the available safety installations and trail characteristics. DH course setting trends Efforts being made to control speed, added turns, but quality of athletes and equipment are keeping speeds up. Safety considerations including fencing, snow preparation, and terrain continue to evolve. Kombi Review Kombi course setting rules (contained in 2012/13 Comp Guide). Setting includes a jump (could be built or over some poles like pole jumpers). Valuable coaching tool for younger athletes and fun. Used internationally more than in U.S. Good for developing well-rounded skills. 5:45-6:30 Classroom introduction to tactics Quick overview of Tactics CD Go through Introduction to Tactics presentation USSA definition of tactics Placement of turn apex Speed vs. line Know your ability and know the course framework day 2 will be spent on snow doing drills under the Know Your Ability section Wrap up and give schedule for Day 2 DAY 2 Day 2 goal: Give coaches a battery of gate drills and teach different ways to use brushes and dye as training aids. Coaches understand the power of these self-discovery drills as teachers, by setting up the proper training environment the athletes will learn by trying to execute the drill properly. Coaches have an understanding of their role on race day and performance planning with their athletes. 8:15-8:30 Meeting & warmup on snow 8:30-11:30 On-snow tactics gate drills Rise line drill Wagner drill Blue line drill 11:30-12:30 Lunch 12:30-3:30 On-snow tactics/gate drills

Wall drill (new on COE TV put name in search box) Blue branch drill (COE TV put name in search box) Vision drill (COE TV put name in search box) If have opportunity, observe junior athletes in a regular training course and talk about their tactics. Discuss the concepts of racer ability in selecting line. If no gate training to observe and athletes are not available to ski with clinic, introduce SL combination drills (flush into flush, two hairpins to flush, delay into hairpin/flush), Z slalom (2 or 4 turns across a traverse followed by big turn back the other way) Talk about deterioration course 3:30-4:00 Break, set up classroom 4:00-5:00 Classroom review Tactics CD Know Your Abilities section and gate drills completed on the hill Start with intro presentation Emphasize that the drills will lead the athlete to the outcome, they need to execute the drill, the fastest line choice may not be apparent without timing Fall-line Course line Line for turn placement Line for conditions Terms "taking it deep", popular term but defined differently by many. Commonly, the depth aspect horizontally is ignored, but horizontal depth aspect is the most important concept, depth toward turn apex (referenced in tactics section of GS DVD) 5:00-5:10 Break 5:10-6:30 review Tactics CD Know the Course section This section centers around developing a race plan, but emphasize that the habits must be instilled and practiced in training, from course inspection, course preparation, course reports, and overall race day planning. Coach responsibilities Inspection: What are the different ages coaches are working with? Based on this, what is their team inspection strategy? How much does the coach vs. athlete dictate proper line? How much talking goes on? Are these strategies rehearsed and reinforced in training? Coach responsibilities Course reports: Again, focus discussion based on the ages/abilities of the athletes the coaches are working with. What information do coaches give on course report? What is a good report? What is a bad report? Individual vs. team reports. Talk about race simulation training, and using both race day inspection and course reporting strategies in training Evaluation risk vs. reward strategies

Lead into performance planning instruction. Talk about the many demands and responsibilities on coaches on race day. Cover the mental strategies for race day. What mental skills areas are important? Can comment here briefly about the Sport Science unit requirements for Level 200 certification and encourage participants to purchase the Sports Psychology CD to learn more about this area. Review the Performance Planning chapter from the Take Your Brain to the Mountain manual pp. 64-71. Goal is to have coaches guide the athletes into finding an effective race day routine, and to help them identify their ideal performance state. As with other areas being trained, the coaches and athletes need to evaluate, plan, implement, and reevaluate their race day plans. For coaches working with younger athletes, the main thing is to develop a routine. Wrap-up and give schedule for day 3 DAY 3 Day 3 Goal: Coaches gain confidence in setting the gate drills so that they will effectively use them with their athletes. Coaches leave energized and motivated to continue pursuing the remaining areas for Level 200 certification and future educational opportunities, and to apply this knowledge to their coaching programs. 8:15-8:30 On-snow meet group and warmup 8:30-11:30 On-snow hands-on drill course setting Each participant should get a chance to set some of the drills covered in the previous 2 days. Priority that all participants have set Turn Shape drill and Wagner drill or Rise Line drill. U14 and younger coaches, have them set a Kombi course. If coaches have other good gate drills they'd like to share with the group, encourage it at this time. Talk about different ways to use brushes, dye, and/or stubbies for training aids. 11:30-12:30 Lunch 12:30-2:30 On-snow course inspection and course reports Designate a course setter, set a GS or SL course, and go through as a group to discuss how they would lead inspection of the course, what tactics points they see, how the training environment variables come into play, etc. Have coaches give a mock course report based on their observations post-inspection. Encourage participation from each coach in the group. If the local club has gate training going on that fits the schedule and is agreeable to it, instructor may choose to use their course for the inspection and mock course reports so that reporting can be based on actual conditions and skier abilities, and may change after several skiers have run it. 2:30-3:30 Classroom or lodge clinic wrapup Review key concepts from the clinic, answer any questions on the materials covered Review remaining requirements for Level 200 certification

o Complete two on-line exams for this clinic Haley will email them with the instructions, encourage them to complete this right away so they don't forget to do it o Complete ASEP Coaching Principles course & exam if haven't already o Complete 2 sport science requirements review 2 of 3 Elite Performance Series CD's (Sport Psychology, Sport Nutrition, or Strength & Power) and complete corresponding on-line exams (exams ordered at educationshop.ussa.org, price has been lowered from $30-$20 starting summer 2012) o Complete Level 1 referee certification o Make sure most current First Aid/CPR copies are on-file with USSA Sport Education (email to education@ussa.org or fax to 435.940.2790) o Continuing education credit every two years Encourage participants to purchase Level 300 GS, SL, or Speed DVD's to learn more about each discipline, be prepared in advance for Level 300 clinics Promote National Coaches Academies in the spring and fall, once their Level 200 certification is complete they will be eligible Encourage coaches to become a fan of USSA Sport Education on Facebook and Twitter to stay current: www.facebook.com/ussasporteducation and www.twitter.com/ussasported Make sure all coaches are aware of Center of Excellence TV www.dartfish.tv/ussa, demonstrate features including key frame descriptions, printable key frame pdfs, and subscribing Have all participants fill out clinic evaluation forms. Ask for their honest feedback to help us in our planning process. To protect their anonymity, ask them to turn the evaluations in to a folder or envelope that is separated from you as the instructor, don't ask them to turn them in directly to you. These forms must be sent back to Haley following the clinics. Thank participants, host ski area/ski club, and other support for the clinic.