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THE AASI-WESTERN

SNOWBOARD CERTIFICATION
HANDBOOK

2005
EDITION
THE AASI-WESTERN
SNOWBOARD CERTIFICATION
HANDBOOK
“Instill the love and passion you have for this sport
into each and every student you teach.”
CREDITS
Principal Author
Neil E. Bussiere
Technical Director, Mountain High Winter Sports School
Mountain High Resort, Wrightwood, CA
AASI-Western Clinician/Examiner
PSIA/AASI-W Executive VP
PSIA/AASI-W Board of Directors

Contributing Author
Ken Mattson
Assistant Director, Mountain High Winter Sports School
Mountain High Resort, Wrightwood, CA
AASI-Western Clinician/Examiner
PSIA/AASI-W Board of Directors

3rd edition
 Copyright 2005 by Neil E. Bussiere
All Rights Reserved. No part of this work may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior written permission of Neil E. Bussiere. AASI-W exam criteria and
the associated handbook content are subject to change without notice. The author assumes no
responsibility for the correctness and/or accuracy of the exam criteria and content as presented.
The author shall not be held accountable or liable for any errors or changes in the content, or
for any actions taken in reliance thereon. The Snowboard Teaching System and its contents are
a registered trademark of the American Association of Snowboard Instructors, Inc.
DEDICATION
This Snowboard Certification Handbook is dedicated to the teaching
membership of AASI-Western, both past and present. It is the author’s
intent to ensure that such friendship, dedication, and professionalism are
the hallmarks of our division for many years to come. Thanks to all of
you who have inspired me along the way.

Neil E. Bussiere
FOREWORD
Welcome to the American Association of Snowboard Instructors
(AASI) Western Division Certification Training Program. This
handbook has been developed to be both your guide and an invaluable
informational aid in your pursuit of the coveted AASI Snowboard
Certification Pin. This handbook outlines the overall certification
process, the respective standards for each of the certification levels, and
their associated prerequisite requirements. The informational sections
which follow are intended to be used in conjunction with weekly
snowboard training clinics. These clinics should be both informational
and developmental in nature. They must also be scheduled as to achieve
optimal preparation for each of the relevant AASI certification events as
they arise, ultimately culminating in the certification exam. Your
feedback on this handbook and the training content is welcome and
highly valued. We look forward to another great season on the snow.
The membership of AASI-W thanks you for your participation!
TABLE OF CONTENTS
1.0 Orientation p. 1
2.0 Certification Guidelines p. 3
2.1 Administration / Eligibility p. 4
2.2 Educational / Preparatory Clinics p. 9
2.3 Certification Exam Format p. 12
2.4 Certification Standards p. 15
3.0 Safety p. 34
4.0 Training Topics p. 37
4.1 The Snowboard Teaching System p. 38
- Service Concepts p. 38
- Riding Concepts p. 40
- Teaching Concepts p. 43
4.2 Movement and Performance Concepts p. 47
4.3 Demonstrations p. 51
4.4 Required Riding p. 57
4.5 Physics p. 60
4.6 Kinesiology/Biomechanics p. 66
4.7 Equipment p. 75
4.8 Movement Patterns/Turn Mechanics p. 84
4.9 Movement Analysis p. 91
4.10 Action Plan Building p. 96
4.11 Teaching Methodology p. 99
5.0 Advanced Action Plans p. 102
6.0 Summary & Review p. 107

APPENDICES
APPENDIX A - Teaching Children p. 110
APPENDIX B - Study Questions p. 116
APPENDIX C - Notes p. 134
SCH Page 1
Orientation

SECTION 1.0 ♦ORIENTATION♦

THE CERTIFICATION PIN: This is your goal. It will take a lot of


hard work and study, but it will be well worth it. Pass or not, you will
become a more knowledgeable, well-rounded instructor. Any certified
instructor must first acknowledge their role as a teacher and coach. The
ability to teach effectively and convey information can not be
understated. Level I candidates will find this handbook useful in
familiarizing themselves with the certification process and obtaining the
Bronze Pin. Level II candidates are encouraged to use this handbook to
solidify their knowledge base in their quest for the Silver Pin. Level III
candidates in search of the Gold Pin are further encouraged to study the
supplemental sections denoted by the italicized print in order to
augment and complement their existing knowledge. Incidentally, you
must be a PSIA or AASI member to undertake the certification process.
If you are not get an application from your snowboard school office
ASAP.

CERTIFICATION GUIDELINES: Read and review the guidelines


provided in this handbook well in advance of the exam or any formal
preparatory clinics. The guidelines not only identify all the
administrative details pertaining to the certification process such as
eligibility requirements and deadlines but also cover the expectations of
the candidates at the various certification levels. Be smart and take
advantage of the guidelines presented, plan out your season, and get the
paperwork details out of the way early. One should note that AASI has
approved and adopted a curriculum option which allows Level I
candidates to complete their certification at their home area. Such
certification occurs under the direction of an AASI-accredited trainer
who has attended AASI-W Educational Core training. This alternate
means of certification is explained in more detail in the coming sections.

CLINIC PREPARATION: Make a habit of reading relevant training


material the night before any given clinic. You will take home more
from a clinic if you bring something to it. Not even an over zealous
Examiner can stump a prepared instructor come exam time!
SCH Page 2
Orientation

STUDY GROUPS: Develop a study group. It’s a team effort. You


must look at it this way. If you all work together, you will knock them
cold at the exams! Study groups have always proven highly successful.

STUDY MATERIALS: There is a wealth of study material available


to aid you in your quest for the pin. In addition to the standard reference
manuals and texts available through AASI and PSIA, there are
numerous, invaluable handouts which seem to migrate seasonally from
one instructor to the next. Find them!

SUPPLEMENTAL TEXTS: The recommended supplemental texts


are listed here for your convenience. At a minimum, you should have
these texts in your possession or access to them. These texts are
excellent cross-reference tools with loads of additional information.

1. AASI Snowboard Manual - National (green/graphics,1998)


2. AASI Movement Analysis Handbook (green/graphics, 2003)
3. PSIA/AASI Core Concepts Manual (maroon/graphics, 2001)
4. PSIA Alpine Technical Manual (white/green graphics, 2001)
5. PSIA Children’s Instruction Manual (lime green, 1997)
6. PSIA/AASI Children’s Ski & S/B Movement Guide (new, 2004)
7. Pathways to Superior Lessons: Tiny Bubbles (on-line, 2004)
8. Vail & Beaver Creek Snowboard Handbook (blue, 2001)

These are just a few of the many outstanding texts now in publication.
Further material references and certification information can be obtained
at the PSIA/AASI Western Division Website at http://www.psia-w.org
or the AASI National Website at http://www.aasi.org.

SAFETY FUN LEARNING


These are the three Core Values of AASI. Now that you’ve got your
bearings, remain safe, have fun, and strive to give yourself and
ultimately your students that added bonus of learning something in the
process.
SCH Page 3
Certification Guidelines

SECTION 2.0 ♦CERTIFICATION GUIDELINES♦

The pages that follow provide important exam guidelines, all of which
are crucial to timely, complete and proper preparation for the exam.

CERTIFICATION GUIDELINES: The certification guidelines not


only explain the eligibility requirements, but also identify critical
deadlines, all of which must be adhered to by all candidates. No
exceptions! The guidelines also lay out the scope of the preparatory
clinics and the actual format of the exam. Understanding the exam
format and each facet of the overall process cannot be stressed enough.

Additionally, the standards, which comprise each of the certification


levels, are provided for your benefit and enlightenment. These
standards correlate directly to the Examiners’ expectations of the
candidates on exam day. Simply put, consider it a great advantage to
know what is expected of you and use that as a baseline in your
preparation and study.

The certification guidelines are very comprehensive and somewhat


detailed. Therefore, they are divided into four distinct sections which
are expanded upon in the coming pages.

Section 2.1 - Administration / Eligibility Requirements


Section 2.2 - Educational / Preparatory Clinics
Section 2.3 - Certification Exam Format
Section 2.4 - Certification Standards

Scrub the requirements, memorize the format and know the standards by
which you are going to be judged! Strong preparation and unrelenting
persistence is the key to undertaking and completing any ambitious
endeavor. All candidates who plan to be successful in their quest for the
certification pin will make it a point to be adequately prepared and “in
the know”. Make sure you are one of them!
SCH Page 4
Administration/Eligibility

SECTION 2.1 ♦ADMINISTRATION / ELIGIBILITY♦

The administrative details and eligibility requirements are


straightforward and self-explanatory. Take the high road and work out
the logistics well in advance. Any pertinent questions you may have
should first be directed to your PSIA/AASI representative or snowboard
school office before contacting the busy-yet-helpful staff in the
divisional office.

SCHEDULES: Each fall AASI-W publishes a calendar of events for


the coming season. This calendar is then maintained and updated
throughout the season on the divisional website at http://www.psia-w.org.
The calendar is also sent to all member snowboard schools to be posted
in a conspicuous place that is visible to all instructors.

REGISTRATION DEADLINES: All deadlines for educational events


and the exam are noted on the AASI-W calendar. These deadlines are
typically two (2) weeks prior to the each event. Applications must be
received in the divisional office by the posted deadline. No
exceptions!

FEES / LIFT TICKETS: The following general rules apply:

1. Fees are stated on the event and exam applications.


2. The fees for all AASI-W events include lift tickets, except
where noted.
3. The divisional office can provide information on late charges
and transfer fees.
4. All candidates must bring their event confirmation cards with
them when attending an event.

REFUNDS: The following refund rules and time constraints apply:


SCH Page 5
Administration/Eligibility

1. Injured or ill candidates may receive a refund with no


penalty upon proof of injury or illness (i.e., doctor’s note).
2. A fifty percent (50%) refund will be issued if the AASI-W office
is notified 7-14 days prior to an exam or educational event.
3. No refunds will be issued six (6) days or less prior to an
educational event or exam. Again, No Exceptions!
4. A full refund will be given upon the cancellation of a
scheduled event (i.e., lack of necessary sign-ups).

LATE SIGN-UPS: Should space permit for late sign-ups a late fee will
be added to all those who sign-up after the deadline date. It is generally
the policy of AASI-W that no candidate will be added to an event or
exam in a “walk-on” status. All names must appear on the official
participant list provided by the divisional office. The final decision,
however, rests with the event coordinator or captain.

EDUCATIONAL REQUIREMENTS: Candidates applying for the


certification exams must fulfill the following educational requirements:

Level I

1. Must have attended a one (1) day educational or certification


preparatory clinic. The educational event must be at a level
consistent with the certification exam.

Level II

1. Must have attended two (2) days of educational or


certification preparatory clinics. The educational event must
be at a level consistent with the certification exam.
2. Must be current in overall educational requirements (twelve
(12) hours of AASI-W sanctioned events in last two years).
SCH Page 6
Administration/Eligibility

Level III

1. Must have attended a minimum of one (1) day of educational


or certification preparatory clinics. The educational event(s)
must be at a level consistent with the certification exam.
2. Must be current in overall educational requirements (twelve
(12) hours of AASI-W sanctioned events in last two years).

EXAM ELIGIBILITY: The minimum eligibility requirements for the


respective exam certification levels are presented here.

Level I

1. Registered member for at least part of one season; and


2. Has submitted a completed exam application; and
3. Has attended the appropriate Level I Prep/Educational event; and
4. Is current in dues.

Level II

1. Level I for one complete season; and


2. Employed by a PSIA/AASI-W member school; and
3. Has written approval from their snowboard school director
via a completed exam application; and
4. Has attended the appropriate Level II Prep/Educational event;
and
5. Is current in educational requirements; and
6. Is current in dues.

Level III

1. Level II for one complete season; and


2. Employed by a PSIA/AASI-W member school; and
3. Has written approval from their snowboard school director
via a completed exam application; and
4. Has attended the appropriate Level III Prep/Educational event; and
SCH Page 7
Administration/Eligibility

5. Is current in educational requirements; and


6. Is current in dues.

PETITION CHALLENGE: A provision does exist which allows


limited modification of exam prerequisites on a case-by-case petitioned
basis. While the traditional educational requirements for a given
certification level still apply any member in good standing may petition
to move directly to challenge any level of exam given certain approvals.
Those approvals consist of an AASI-W Accredited Educator and the
Snowboard Vice President. It should be noted that this provision is
intended to accommodate unique individuals and circumstances, and the
existing published prerequisites are still encouraged as the preferred
track.

INSTRUCTORS FROM OTHER DIVISIONS: Instructors from


other AASI divisions may take AASI-W exams provided they fulfill the
following requirements. These candidates:

1. Must be current members in good standing in their division


and AASI; and
2. Must fulfill the requirements of their division; and
3. Must apply through their divisional office to AASI-W; and
4. Must pay all required fees; and
5. Must have written approval from the Certification Chair of
their division; and
6. Must have the approval of the AASI-W Snowboard VP.

FOREIGN-CERTIFIED INSTRUCTORS: Foreign instructors with


certified credentials in an ISIA-recognized instructor’s association may
join AASI as a registered member and may forego the Level I and Level
II exam and take the Level III exam in the same season, subject to the
following guidelines. These candidates:

1. Must submit proof that they are certified in their organization


and are a current member in good standing; and
2. Must pay Registered membership dues; and
SCH Page 8
Administration/Eligibility

3. Must attend the appropriate Preparatory/Educational events


within one calendar year of the specific year.

If the instructor does not pass the Level III exam then they will
maintain a Level II certified membership status.

CERTIFICATION TRANSFER: AASI-W instructors taking exams


in other divisions may transfer that certification to AASI-W provided
they fulfill the following requirements:

1. Must be current members in good standing in AASI-W; and


2. Must fulfill AASI-W requirements of the exam; and
3. Must fulfill the requirements of the division in which they
are taking the exam; and
4. Must pay all required fees; and
5. Must have written approval from the AASI-W Snowboard
VP, and
6. Must have the approval of the Certification Chair of the
division in which they are taking the exam.
SCH Page 9
Educational / Preparatory Clinics

SECTION 2.2♦EDUCATIONAL/PREPARATORY CLINICS♦

As mentioned all candidates must fulfill their prerequisite educational


requirement by attending either AASI-W sanctioned Educational Events
or Preparatory Clinic(s) for the given certification level. All candidates
must complete this educational requirement within the guidelines of the
respective pending exam (see Educational Requirements, page 5).

PREPARATORY CLINICS: The specific purpose of the Preparatory


Clinics is to familiarize the candidate with the standards and information
that will be covered during the exam. The preparatory clinics are not
pretests. Their function is to educate, not evaluate, by fostering an
informal, relaxed and interactive environment conducive to learning.

Educational events are similarly designed to cover and convey


information that will be of benefit to AASI-W members for the course
of their instructional career as well as aid them in preparation for exams.
Educational events will traditionally cover a specific selected
informational topic, the details of which can usually be found on the
divisional website at http://www.psia-w.org.

CLINIC DAY CONDUCT: The clinics will be conducted according


to certification level. The Level I clinic is a one-day clinic.
Correspondingly, the Level II clinic is a two-day clinic while Level III is
a one to three day clinic (as offered). The clinics are led by one
Examiner or Clinician each day with group sizes limited to
approximately 7-9 candidates per group per day. Participants will be
provided with a verbal outline of the day’s activities upon arrival at the
clinic.

The Preparatory Clinics are designed to give an overview of the types of


situations that will be presented at the exam. There are three separate
disciplines that will be covered at the preparatory clinics. These three
disciplines correspond directly to the three major scored sections of the
certification exam, namely Riding, Teaching, and Professional
SCH Page 10
Educational / Preparatory Clinics

Knowledge (see Certification Exam Format and Certification Standards


in the coming sections).

RIDING: The Riding portion represents the realm of required


snowboarding maneuvers and movement patterns. These pathways are
characterized by the breadth of snowboarding movements and styles,
from freestyle, to carving, to the required and more structured AASI
Demonstration Forms.

The riding part of the preparatory clinics will cover the demonstration
forms, required riding, and riding improvement as defined by the Riding
Concepts. The Clinician or Examiner will present the demonstrations
forms and specific examples of the riding and freestyle elements
corresponding to that level of certification.

TEACHING: The Teaching portion of the exam covers the full range
of teaching-related aspects. The Clinician will present and analyze
sample teaching situations and Action Plans for the benefit of the
participants. Those in attendance are expected to participate through
teaching involvement and follow-up discussion. The clinic will also
address aspects of student/instructor interaction, Movement Analysis,
and Teaching Concepts, along with other teaching-related topics.

PROFESSIONAL KNOWLEDGE: The Professional Knowledge


portion of the preparatory clinic will include a question and answer
session involving the participants. Led by the Clinician, the questions
are intended to promote thought and spur discussion about all facets of
snowboarding, including teaching, fundamental ideas, and terminology
as related to the areas of Kinesiology/Biomechanics, Physics,
Equipment, Industry Trends, and Movement Patterns/Turn Mechanics.

EVALUATION AND FEEDBACK: In keeping with the educational


vein of the clinics, no written evaluations of the participants will be
given. This allows the Clinician or Examiner to focus on educating the
participants rather than evaluating them. The absence of written
evaluations also takes the “pressure of performing” off of those in
SCH Page 11
Educational / Preparatory Clinics

attendance. Event Feedback Sheets are requested from the participants


to help improve the structure of the AASI-W program and the training
of our educators.

As with all clinics, sanctioned or not, you will bring home more from
the clinic if you arrive with some level of preparation. Make use of this
handbook and get a great headstart. Remember to have fun too!
SCH Page 12
Certification Exam Format

SECTION 2.3 ♦CERTIFICATION EXAM FORMAT♦

In order to improve your chances of passing the exam you must become
familiar with the exam format itself. Learn the detailed content of each
of the exam sections. By doing so, you will be able to structure your
studying for success. Also, as a result, you may discover where those
weaker, more vulnerable spots in your “AASI armor” lie.

THE EXAM FORMAT: The certification exam will be structured


according to the format presented here. Level I candidates who choose
to pursue the alternate in-house exam format and curriculum should
consult the content outline at the end of this section. To best utilize the
supplemental training material contained in this handbook it is
organized by topic, with clinic training topics corresponding to selected
exam-scored sections as outlined below.

THE AASI CERTIFICATION EXAM FORMAT

1. RIDING
a. Demonstrations (Required Forms)
b. Required Riding (Situational Riding, Carving, Freestyle)
2. TEACHING
a. Movement Analysis (Preparation, Observation,
Evaluation, Intervention)
b. Action Plan (Theory, Derived and Alternative Plans,
Advanced Action Plans)
c. Teaching Methodology/Concepts (Applying S.T.S.,
Presentation, Communication, Class Handling)
3. PROFESSIONAL KNOWLEDGE
a. Physics & Kinesiology/Biomechanics
b. Industry Trends
c. Equipment
d. Movement Patterns/Turn Mechanics
SCH Page 13
Certification Exam Format

EXAM DAY CONDUCT: The exams will be conducted according to


certification level. Similar to the preparatory clinics, the Level I Exam
is a one-day event and the Level II Exam is two days. New for 2005,
the Level III Exam is a four-day interactive exam with a two day
Riding module and a two day Teaching / Professional Knowledge
module. The exams are led by one Examiner each day and cover the
aforementioned format each day. Group sizes will be limited to five (5)
candidates per Examiner group per day.

Candidates will be evaluated on fundamental mechanics for the


demonstrations and tasks on appropriate terrain. The candidates will be
scored on the demonstrations as well as on their ability to adapt to the
situational tasks that are listed in the Certification Standards section.
Each demonstration will be performed two times, although tasks and
situational conditions may be limited to one opportunity and score.

Candidates taking the Level I Exam will be given one teaching


assignment each. Level II and Level III candidates will be given two
teaching assignments each day; one derived from watching an actual
snowboarder, the other from a hypothetical situation given by the
Examiner.

During the day all tasks will be scored on each Examiner’s notepad
along with relevant comments for each of the categories as listed in the
Certification Standards. The scores will be placed on the Examiner’s
scorecard at the end of the day and will be derived from the scores and
notes compiled during that day. The Examiners or Event Captain will
then transpose those numbers on to a Final Scorecard for the
comprehensive Pass/Fail tally.

WRITTEN EXAM: A written exam will be administered usually at


the completion of the first day’s on-snow activities. The exam will
consist of either 20, 30, or 40 questions corresponding to the ascending
levels of certification. The written exam will cover all aspects of
snowboarding and will be factored into the Professional Knowledge
score on the exam.
SCH Page 14
Certification Exam Format

SCORING: All final exam scoring will be done numerically with totals
in each individual discipline equating to a pass or fail score. These three
major scored areas, Riding, Teaching, and Professional Knowledge will
be totaled individually and each assessed against the pass/fail criteria for
that discipline. To derive such a score, the subsections of these
disciplines will be scored on a scale from one to ten (1-10).

1 - Lowest Score
10 – Highest Score

The total cumulative passing scores are predicated on an average score


across each scored item although individually scored items can vary.
However, candidates must concurrently pass all three disciplines
(Riding, Teaching, and Professional Knowledge) to achieve the level
of certification sought.

RESULTS / NOTIFICATION: Candidates will receive copies of the


Examiner’s scorecards including relevant comments and feedback and a
Final Scorecard within two to three weeks of the exam. They will not,
however, receive a copy of the Examiner’s personal notes. In some
cases, scorecards will be sent to the appropriate snowboard school for
distribution.

LEVEL I “IN-HOUSE” CERTIFICATION: Level I candidates may


have the option of undertaking an in-house certification process if
offered at their local mountain in lieu of attending an actual certification
exam. The process consists of the completion of a candidate portfolio
and specified curriculum under the direction of a resident AASI-
accredited trainer who has attended AASI-Western Educational Core
Training. Upon completion of the portfolio curriculum an evaluation
clinic is administered by an AASI Examiner as a means of final
validation. Level I candidates who choose to pursue this alternate in-
house certification format should consult their resident snowboard
school management for more information.
SCH Page 15
Certification Standards

SECTION 2.4 ♦CERTIFICATION STANDARDS♦

CERTIFIED LEVEL I STANDARDS

LEVEL I RIDING

GENERAL LEVEL I RIDING PROFICIENCY

“A Certified Level I snowboard instructor is able to...”

1. Complete basic turns on green and easy blue terrain.


2. Link turns consistently with sustained rhythm.
3. Maintain consistent speed by controlling the shape of the turn.
4. Maintain a functional, balanced stance and show a blending of
movements throughout a series of turns.
5. Show the ability to ride in a variety of shaped turns (short and
medium) while maintaining speed control on groomed blue terrain.

LEVEL I DEMONSTRATIONS AND REQUIRED RIDING

Basic Skidded Turns

1. Ride on easy green terrain demonstrating a series of turns.


2. From a skidded traverse, an extension occurs at the hips, knees,
and ankles while utilizing a forward movement across the board
and plantar-flexion of the front foot to release the edge. Use the
whole body as the turning power.
3. Edge change should occur at the fall-line.
4. With a quiet upper body, demonstrate leg steering to guide the
board out of the fall-line.
5. As the board crosses the fall-line a gradual increase in flexion
occurs at the hips, knees, and ankles.
6. A skidded traverse is resumed in the new direction with the rider
in a comfortable, flexed position.
SCH Page 16
Certification Standards

Switch Skidded Turns

1. Ride on easy green terrain demonstrating a series of turns.


2. From a skidded switch traverse, an extension occurs at the hips,
knees, and ankles while utilizing a forward movement across the
board and plantar-flexion of the new front foot to release the edge.
Use the whole body as the turning power.
3. Edge change should occur at the fall-line.
4. With a quiet upper body, demonstrate leg steering to guide the
board out of the fall-line.
5. As the board crosses the fall-line a gradual increase in flexion
occurs at the hips, knees, and ankles.
6. A skidded traverse is resumed in the new direction with the rider
in a comfortable, flexed position.

Skidded Turns

1. Demonstrate skidded turns on green or easy blue terrain.


2. From the previous turn an extension occurs at the hips, knees, and
ankles while utilizing a forward movement across the board and
plantar-flexion of the front foot to release the edge.
3. The edge change occurs before the fall-line.
4. With a quiet upper body, demonstrate leg steering as the primary
turning power to continue to guide the board.
5. Turns should be linked, of consistent size, shape and speed.

Freestyle

1. Basic Air - Demonstrate a movement into the air. Movement


patterns must show a balanced position in the air and upon landing
(i.e., Straight Line Jump, Ollie, Nose Roll 180°, Air/Hop 180°)
SCH Page 17
Certification Standards

Situational Riding

1. Situational Riding may include Tasks which elicit Tilt, Twist,


Pivot, and Pressure as resulting Performance Concepts from the
snowboard.

LEVEL I TEACHING

GENERAL LEVEL I TEACHING KNOWLEDGE

“A Certified Level I snowboard instructor is able to...”

1. Identify the main components of the AASI Riding and Teaching


Concepts, and the philosophy and principles of the Snowboard
Teaching System (S.T.S) as well as discuss how to use the system
when teaching up through S.T.S. Rider Levels 1-3.
2. Recall your Responsibility Code and discuss how to introduce it
when teaching Rider Levels 1-3.
3. Discuss how to use the Riding and Teaching Concepts when
teaching through linked skidded turns.
4. Identify visual, auditory and kinesthetic learning modalities and
give examples of how to recognize a student’s learning preference.
5. Identify four styles of teaching. Understand styles of teaching and
explain how they are used in a lesson.
6. Compare (using the CAP Model) the differing student profiles of
adults/children and describe similarities/differences in teaching
basic through linked skidded turns
a. Demonstrate knowledge that children think differently from
adults and other children of different ages.
b. Demonstrate knowledge that children of different ages are
motivated and behave differently in learning situations.
c. Demonstrate knowledge that children grow and develop
physically in ways that can affect snowboarding performance.
SCH Page 18
Certification Standards

LEVEL I APPLICATION OF TEACHING

“A Certified Level I snowboard instructor is able to...”

1. Show effective use of each key component of the AASI Teaching


Concepts.
2. Teach the riding public up to Rider Level 3, linked skidded turns
(this includes chairlift use, straight run to a J- turn, climbing and
skating, basic turns on toe and heel, sideslipping, falling leaf.)

LEVEL I MOVEMENT ANALYSIS

“A Certified Level I snowboard instructor is able to...”

1. Describe the basic fundamental movements in Rider Levels 1-3.


2. Determine the cause and effect relationships related to stance and
the Movement /Performance Concepts in Rider Levels 1-3.
3. Prescribe what a student should work on by prioritizing movement
needs in Rider Levels 1-3.
4. Prepare a movement-based developmental lesson plan for riders in
Rider Levels 1-3. Include exercises and tasks that target the
rider’s needs and change their performance.
5. Prescribe a corrective exercise or task for a student where
performance is observed to be inconsistent with effective
movement application and blending.

LEVEL I PROFESSIONAL KNOWLEDGE

Level I Professional Knowledge will be evaluated in a written exam


consisting of ten (10) teaching and ten (10) understanding questions.
Practical application of these concepts will be observed in the Teaching
portion of the exam. A numerical score will be given to the written
exam. The number of correct answers on the written test will be factored
into the Professional Knowledge score for pass/fail purposes.

“A Certified Level I snowboard instructor is knowledgeable of and can...”


SCH Page 19
Certification Standards

Terminology/Industry Trends/Movement Patterns

1. Define and explain basic snowboarding terminology as described


in the AASI National Snowboard Manual and other resources.
2. Describe the Snowboarders’ Responsibility Code.
3. Describe the different pathways for riders and how a rider can
determine what pathway to take.
4. Describe snowboarder services and activities at one’s home area
which enhance the enjoyment of the students and other guests.
5. Identify the fundamental movements and relate them to
snowboarding in the various turn phases.

Equipment

1. Identify the equipment needs of snowboarders capable of


snowboarding through linked skidded turns.
2. Describe the characteristics of boots and boards for riders in Rider
Levels 1-3.

Basic Physics

1. Define gravity, friction, and centrifugal and centripetal forces.

Basic Kinesiology/Biomechanics

1. Understand the skeletal system, muscular system, types of joints


and how they work and the differences between adult’s and
children’s skeletal and muscular systems.
SCH Page 20
Certification Standards

CERTIFIED LEVEL II STANDARDS

LEVEL II RIDING

GENERAL LEVEL II RIDING PROFICIENCY

“A Certified Level II snowboard instructor is able to...”

1. Exhibit efficient and effective snowboarding on blue and easier


black terrain up to S.T.S. Rider Level 4.
2. Demonstrate appropriate movement application and blending as
dictated by terrain and assigned tasks.
3. Maintain a balanced stance and control speed by adjusting turn
shape throughout a series of turns on blue and easy black terrain.
4. Link turns of consistent rhythm and shape, such as a series of short
or long turns.

Demonstrate Versatility:
1. Demonstrate a variety of turn shapes on blue and easy black
terrain;
2. Link turns in or near the fall-line for the entire length of the run;
some line change may be expected but without major traverses.
3. Apply appropriate movement applications and tactics in a variety
of conditions (i.e. powder, hard snow, crud) on blue and easy
black terrain.
4. Demonstrate the ability to brake or glide in a series of turns
dictated by pitch, snow conditions.

LEVEL II DEMONSTRATIONS AND REQUIRED RIDING

Linked Medium Radius Skidded Turns

1. Ride on easy blue terrain demonstrating a series of similar-sized


and shaped skidded turns emphasizing a finished turn shape for
speed control.
SCH Page 21
Certification Standards

2. From the previous turn, utilize an upward forward movement of


the body across the board with a simultaneous plantar-flexion of
the front foot to release the edge
3. With a quiet upper body, demonstrate leg steering to guide the
board through the fall-line.
4. Edge change should occur before the fall-line.
5. Demonstrate dynamic flexion/extension and lower body rotary
movements to control the board through the turn.
6. As the turn is completed the rider is in a balanced, flexed position.

Linked Short Radius Skidded Turns

1. Same movement pattern as the medium radius turn with Timing,


Intensity, and Duration changes to produce turns that are distinctly
smaller than that of the medium turn.

Linked Switch Skidded Turns

1. Ride on green or easy blue terrain demonstrating a series of similar


sized and shaped skidded switch turns emphasizing a finished turn
shape for speed control.
2. From the previous turn, utilize an upward forward movement of
the body across the board with a simultaneous plantar-flexion of
the front foot to release the edge.
3. With a quiet upper body, demonstrate leg steering to guide the
board to the fall-line.
4. Edge change should occur before the fall-line.
5. Demonstrate dynamic flexion/extension and lower body rotary
movements to control the board through the turn
6. As the turn is completed the rider is in a balanced, flexed position.

Carving

1. Demonstrate linked, carved turns on groomed green or easy blue


terrain.
SCH Page 22
Certification Standards

2. Board design should be the primary turning power with no


skidding.
3. A finished turn shape should be emphasized for speed control.

Park / Pipe Freestyle

1. Half-Pipe - Functional half-pipe riding showing smooth flexion


and extension through the transitions. Moves may include the
Alley-Oop, switch moves, sustained grabs front or back, etc., and
should be above the lip in a small pipe (10 to 12 ft walls) or at the
lip in a super pipe (13 to 20 ft).
2. Park – Rider should be able to jump a tabletop of approximately
ten (10) feet landing in the transition. Demonstrate a balanced,
flexed stance at take-off and landing. Beginner park elements
should be expected including small boxes, rails, and spines.

Air -to-Switch

1. Demonstrate on green or easy blue terrain a jump with rotation of


the body and board 180 degrees, landing in a flexed and balanced
position.
2. The move should be performed off a small feature such as a spine,
roller, or cat track, traveling approximately two board lengths.

Situational Riding

1. Demonstrate balanced and functional riding in a variety of


situations common to S.T.S. Rider Level 4 (bumps, crud,
corridor).
2. Candidates may also be asked to perform different riding tasks
(leapers, hourglass turns, funnel turns, short-to-medium, etc.) that
demonstrate their overall adaptability and versatility. The Event
Captain and Examiners select the tasks on the day of the exam.
SCH Page 23
Certification Standards

LEVEL II TEACHING

GENERAL LEVEL II TEACHING KNOWLEDGE

“A Certified Level II snowboard instructor is able to...”

1. Identify the main components of the AASI Riding and Teaching


Concepts, and the philosophy and principles of the Snowboard
Teaching System (S.T.S) as well as discuss how to use the system
when teaching up through Rider Level 4.
2. Discuss how to integrate the Snowboarders’ Responsibility Code
when teaching up through Rider Level 4.
3. Identify visual, auditory and kinesthetic learning styles and give
examples of how to recognize a student’s learning preference.
4. Identify learning styles of students and adjust teacher behavior to
accommodate these different learning styles.
5. Describe command (direct), task, reciprocal and small group
teaching styles and be able to use them during a lesson.
6. Describe the cognitive, affective and physical development of
students, Rider Levels 1-4.

LEVEL II APPLICATION OF TEACHING

“A Certified Level II snowboard instructor is able to...”

1. Teach the snowboarding public through Rider Level 4.


2. Demonstrate a working knowledge of the Teaching Concepts by
effectively applying them to students through Rider Level 4.
3. Show effective use of each key component of the AASI Teaching
Concepts.
4. Modify the lesson content to meet the needs of children at various
stages of development by using the CAP Model.
a. Present information for children in an age-appropriate way.
b. Demonstrate, through a teaching presentation, knowledge of
what motivates children of different ages and what to expect
from them in social situations.
SCH Page 24
Certification Standards

c. Demonstrate an understanding of child development by


showing what to expect from children of different ages in
teaching situations.

LEVEL II MOVEMENT ANALYSIS

“A Certified Level II snowboard instructor is able to...”

1. Describe the fundamental movements in riders through Rider


Levels 1-4.
2. Determine the cause and effect relationships as related to stance
and Movement Concepts in riders through Rider Level 4.
3. Describe and justify movement applications and prioritize needs
for riders through Rider Level 4.
4. Prepare a movement-based developmental lesson plan focusing on
exercises and tasks that target a rider’s needs and change their
performance.
5. Prescribe corrective exercises or tasks for riding up through Rider
Level 4 where performance is observed to be inconsistent with
effective movement application and blending.

LEVEL II PROFESSIONAL KNOWLEDGE

Level II Professional Knowledge will be evaluated in a written exam


consisting of fifteen (15) teaching and fifteen (15) understanding
questions. Practical application of these concepts will be observed in
the Teaching portion of the exam. A numerical score will be given to
the written exam. The number of correct answers on the written test will
be factored into the Professional Knowledge score for pass/fail
purposes.
SCH Page 25
Certification Standards

“A Certified Level II snowboard instructor is knowledgeable of and can...”

Terminology/Industry Trends/Movement Patterns

1. Define and explain basic snowboarding terminology as described in


the AASI Snowboard Manual and other resources and apply it to
personal riding and to teaching students through Rider Level 4.
2. Describe and explain your Snowboarders’ Responsibility Code.
3. Relate terminology to students in a simple, easy to understand
way.
4. Describe several skier/snowboarder services and activities at one’s
home area which enhance the enjoyment of students and guests.
5. Describe the Movement and Performance Concepts in riders through
Rider Level 4.
6. Describe the different pathways for riders and how a rider can
determine what pathway to take.
7. Discuss how to change the blending of movements to produce
variations in the pathways.
8. Describe the forces acting on a snowboarder in a turn, relating
them to the phases of a turn. Discuss how a rider uses muscular
effort and movements to manage these forces.
9. Explain and describe the turn mechanics in each turn phase for
selected maneuvers for Rider Levels 1-4.
10. Identify and explain: Command (Direct), Task, Group and
Reciprocal teaching styles.

Equipment

1. Identify the equipment needs of riders through Rider Level 4.


2. Describe the characteristics of boots and boards for Rider Levels
1-4 in relation to the various pathways and how these
characteristics affect performance (i.e., camber, side-cut, flex,
etc.).
3. Understand the purposes of tuning and waxing.
SCH Page 26
Certification Standards

4. Understand the function of different types of boards, boots and


bindings. Be able to make equipment recommendations for
boarders up to Rider Level 4.

Physics

1. Define and explain gravity, friction, centrifugal and centripetal


forces and how they relate to riding.
2. Define and explain turning powers and turning forces.
3. Define and explain friction and the concept of Differential
Friction.
4. Discuss basic physics relative to the Riding Concepts for
Children/Adults.

Kinesiology/Biomechanics

1. Be able to explain the purpose of the skeletal system, muscular


system, nervous system, types of joints and how they work.
Discuss the differences between adults and children.
2. Discuss the information in the Teaching Children appendix as it
applies to movement patterns in teaching and riding, Rider Levels
1-4.
3. Understand biomechanics as it relates to the fundamental
movements and to managing forces when riding.

CERTIFIED LEVEL III STANDARDS

LEVEL III RIDING

GENERAL LEVEL III RIDING PROFICIENCY

“A Certified Level III snowboard instructor is able to...”

1. Exhibit efficient, athletic and effective dynamic snowboarding on


all mountain terrain.
SCH Page 27
Certification Standards

2. Show appropriate movement application and blending on all


mountain terrain except the MOST extreme.
3. Reduce, maintain or generate speed without interrupting overall
flow or rhythm.

Demonstrate Versatility:
1. Ride in a variety of turn shapes and speeds and apply them to
different situations on the mountain.
2. Rhythmically link turns in the fall-line showing speed control
through turn shape and size.
3. Demonstrate appropriate tactical choices as dictated by terrain.
4. Demonstrate solid movement application and blending upon
request in specific exercises, maneuvers, tasks, etc.
5. Demonstrate freestyle tactics in the park or pipe.
6. Demonstrate basic racing technique and tactics.

LEVEL III DEMONSTRATIONS AND REQUIRED RIDING

Linked Dynamic Skidded Turns

1. Demonstrate linked skidded dynamic turns on groomed terrain


utilizing crossunder, front foot pressure, and lower body
movements as the primary turning power.
2. Demonstrate smooth edge to edge movements and resulting board
twist with the edge change occurring well before the fall-line.
3. Demonstrate dynamic flexion (retraction) and progressive rotary
movements to control the turn shape and speed.
4. Turns should be of a smaller consistent size, shape and speed as
set by the Examiner.

Linked Dynamic Carved Turns

1. Demonstrate carved turns on groomed blue terrain that exercise


the design of the board with a series of similar-sized and shaped
linked carved turns.
SCH Page 28
Certification Standards

2. Use a blend of crossunder and pressuring movements as the


primary means for edge change. Utilize a dynamic pressuring
movement of the feet to release the edge.
3. Edge change should occur well before the fall-line.
4. With a quiet upper body, demonstrate board twist and leg steering
to guide the board to the fall-line.
5. As the board crosses the fall-line a gradual increase in flexion
occurs at the hips, knees and ankles to achieve a pure carved turn
and higher edge angle.
6. A carved finish is achieved in the new direction with the rider in a
comfortable, flexed position.

Steeps

1. Demonstrate shorter linked dynamic fall-line turns on steeper


black terrain utilizing an appropriate blend of lower body
movements as the main turning power.
2. Demonstrate control with the edge change occurring well before
the snowboard enters the fall-line.
3. Demonstrate dynamic flexion/extension and rotary movements to
control the turn shape and speed while keeping a quieter, balanced
upper-body.
4. Turns should be of consistent size, shape and speed in the fall-line
as set by the Examiner.

Functional Air

1. Demonstrate controlled jumps of at least three (3) board lengths in


a variety of situations including straight jumps, tables, and gaps.
2. Jumps should include rotation and grabs where deemed
appropriate by the Examiner, which may include rotation up to
360 degrees.
3. Any Functional Air should include landing in a dynamic, balanced
position.
4. No inverted air maneuvers are permitted.
SCH Page 29
Certification Standards

Park / Pipe Freestyle

1. Park - Demonstrate advanced moves on advanced park freestyle


and slopestyle terrain (jumps, spins, grabs, transitions, etc.)
2. Half-Pipe - Functional half-pipe riding inclusive of all moves in
the Level II Standards with the addition of riding that is above the
hit or lip of the pipe. Two (2) different tricks must be
demonstrated while in the air including grabs and at least one (1)
rotation of no less than 180 degrees. No inverted air is permitted.

Situational Riding

1. Demonstrate balanced and functional riding in a variety of


situations common to advanced riders (bumps, crud, corridor,
etc.).
2. Candidates may be asked to perform different riding tasks (Switch
Carving, Advanced Bumps, Switch Bumps on blue terrain, off-
piste, freestyle, etc.) that demonstrate their overall adaptability and
versatility. The specific tasks are selected by the Event Captain
and Examiners on the day of the test.

LEVEL III TEACHING

GENERAL LEVEL III TEACHING KNOWLEDGE

“A Certified Level III snowboard instructor is able to...”

1. Identify the main components of the AASI Riding and Teaching


Concepts, and the philosophy and principles of the Snowboard
Teaching System (S.T.S) as well as discuss how to use the system
when teaching all levels.
2. Discuss how to integrate your Snowboarders’ Responsibility Code
when teaching up through Rider Levels 5 and 6.
3. Identify visual, auditory and kinesthetic learning modalities and
give examples of how to recognize a student’s learning preference.
SCH Page 30
Certification Standards

4. Identify the various learning styles and adjust teaching behavior to


accommodate different learning styles.
5. Describe guided discovery and problem solving teaching styles
and be able to use them during a lesson.
6. Describe the cognitive, affective and physical development of
students up to Rider Levels 5 and 6.

LEVEL III APPLICATION OF TEACHING

“A Certified Level III snowboard instructor is able to...”

1. Teach the snowboarding public up through Rider Levels 5 and 6.


2. Demonstrate a working knowledge of the Teaching Concepts by
effectively applying them to the needs of students through Rider
Levels 5 and 6.
3. Modify the lesson content using the CAP Model to meet the needs
of children at various stages of development:
a. Present information in an age-appropriate way at all Rider
Levels.
b. Demonstrate, through a teaching presentation, knowledge of
what motivates children of different ages and what to expect
from them in social situations.
c. Demonstrate an understanding of child development principles
by showing what to expect from children of different ages in all
teaching situations.
d. Present a series of children’s exercises that develop proficiency
in a specific fundamental movement.

LEVEL III MOVEMENT ANALYSIS

“A Certified Level III snowboard instructor is able to...”

1. Describe the desired fundamental movements at all levels of


riding relative to the Riding Concepts.
2. Describe the cause and effect relationships in the phases of a
turn as related to the Movement and Performance Concepts.
SCH Page 31
Certification Standards

3. Describe movement-based developmental needs for any level of


rider.
4. Prescribe corrective exercises and tasks through effective
movement application and blending for riding up through Rider
Levels 5 and 6 where performance is observed to be
inconsistent.

LEVEL III PROFESSIONAL KNOWLEDGE

Level III Professional Knowledge will be evaluated in a written exam


consisting of twenty (20) teaching and twenty (20) understanding
questions. Practical application of these concepts will be observed in
the Teaching portion of the exam. A numerical score will be given to
the written exam. The number of correct answers on the written test will
be factored into the Professional Knowledge score for pass/fail
purposes.

“A Certified Level III snowboard instructor is knowledgeable of and can...”

Terminology/Industry Trends/Movement Patterns

1. Define and explain basic snowboarding terminology as described in


the AASI National Snowboard Manual and other resources and
apply it to personal riding and to teaching students at all levels.
2. Explain how you integrate the Snowboard Responsibility Code
into lessons of all levels.
3. Describe several skier/snowboarder services and activities at one’s
home area which enhance the enjoyment of students and other
guests.
4. Relate specific snowboarding terminology to students through use
of simple language. Also, relate the terminology to achievable
movement patterns and feelings.
5. Describe movement application and blending and how it relates to
different situations, terrain, snow conditions.
SCH Page 32
Certification Standards

6. Describe how movement application and blending relates to


different populations of snowboarders (seniors, women, children,
adaptive and top athletes).
7. Be able to explain and describe the turn mechanics at all levels of
riding.
8. Explain and describe how movement application and blending is
utilized in the phases of a turn.
9. Demonstrate effective use of the key components of the AASI
Teaching Concepts.
10. Describe the components and give examples of guided discovery
and problem solving teaching styles.
11. Identify the required movement application and blending for any
level of riding and explain intensity and riding characteristics that
create balance, turn shape, and speed control at these levels.
12. Relate how the forces affect a rider’s tactics in various situations
(bumps, steeps, powder, freestyle, etc.).
13. Be able to explain the characteristics of and how to recognize all
the different learning styles.
14. Relate movement application and blending to internal and external
forces generated in a variety of riding situations.
15. Discuss the information in the Teaching Children appendix with
regard to managing forces while riding.

Equipment

1. Understand and prescribe equipment needs for all levels and


profiles of snowboarders.
2. Understand various equipment issues such as the different types of
bindings (hard vs. soft), hard vs. soft boots, cants, waxing and
types of boards/construction (freestyle, freeride, alpine).

Physics

1. Discuss the interrelationship between gravity, friction, centrifugal


and centripetal forces and how these affect various turn shapes,
sizes and speed.
SCH Page 33
Certification Standards

2. Describe how the Friction/Gravity Principle is used in teaching.


3. Discuss how physics can change a lesson plan for Children/Adults
and what adjustments need to be made.

Kinesiology/Biomechanics

1. Demonstrate knowledge and understanding in all areas of


kinesiology and biomechanics as related to snowboarding.
2. Describe how biomechanics allows a student to adapt to changing
conditions and situations while riding.
3. Explain biomechanically how a children’s lesson is different from
an adult lesson.
SCH Page 34
Safety

SECTION 3.0 ♦SAFETY♦

Safety is not a part-time endeavor. It applies to all facets of


snowboarding, both in and out of clinics, and especially when dealing
with the snowboarding and skiing public. As instructors it is our
responsibility to be safe and set the example for others to emulate.
Every snowboarder, regardless of their status, should know and obey
their Snowboarder’s Responsibility Code.

THE SNOWBOARDER’S RESPONSIBILITY CODE

1. Control - Each individual is responsible for their own safety and


those around them. All snowboarders must ride in control.

2. Overtaking - When overtaking another person from behind,


snowboarders are responsible for that person and themselves. They
must anticipate sudden changes in direction and be prepared to
avoid collisions.

3. Visible - When stopping to rest, snowboarders must learn to stop


at the side of the trail or in a protected area where they are not
obstructing the run and they are visible from above. Also, when
riding into areas of limited vision, they should be alert for potential
problems.

4. Entering - Before entering a trail or resuming riding after a stop,


snowboarders should look uphill and yield accordingly.

5. Retention - Snowboarders at every level should wear a retention


device to prevent runaway boards. When their board is
unattached, they can reduce the risk of a runaway snowboard by
positioning the board on the snow upside-down.

6. Signs - Everyone must observe all trail signs. “Slow Area” signs
need to receive particular reinforcement from instructors.
SCH Page 35
Safety

7. All Lift Lines - Snowboarders should be considerate and not block


any lift line entrance or off ramps when disengaging or engaging
the rear foot binding. Also, the snowboarder should be versed in
proper use of the lift and the terrain covered by that lift.

Code Memorization Aid (first letters spell): C O V E R S A L L

SAFETY CHECKS: A Safety Check is an essential safety element


that should precede all snowboarding activity on the mountain. It is the
responsibility of each instructor to assess each student’s knowledge,
preparedness, equipment, and behavior prior to and during the lesson.
This philosophy should be deeply rooted, as evidenced by our own
dedication to individual safety checks and proper equipment
maintenance. We should always keep a watchful eye open for all safety
concerns, namely any potential problems that reside with ourselves or
the other snowboarders around us. A basic Safety Check for the benefit
of our students should consist of the following elements:

1. Conduct / Behavior - State that all conduct should be consistent with


the Snowboarder’s Responsibility Code as outlined on the previous
page.

2. Retention Device - Check to make sure a retention device (leash) is


attached to the snowboard and the front leg. Should the snowboarder
be using it improperly you should make them aware of it.

3. Proper Binding / Snowboard Function - Bindings should appear


robust and function as designed. No duct tape or makeshift parts
please. Check to make sure the boots are positioned correctly in the
bindings. The snowboard should possess no visible delamination or
cracks and no sharp or hazardous protruding parts (edges, p-tex, etc.).

4. Stretching / Warming Up - Encourage limited-range activities to


increase the blood circulation within the body. Only then can safe
stretching be performed to fully and properly prepare for the full
range of movements required for snowboarding.
SCH Page 36
Safety

5. Proper Head / Wrist Protection - All snowboarders should have


adequate head and hand protection, namely helmets and gloves, to
prevent injury. Protect the noggin! Special gloves are available
which provide significant wrist support to minimize the chance of
wrist injury in the event of a fall. The primary safety function of a
glove, besides warmth, is to protect the hands from the sharp edges of
the snowboard. Please make your students aware of those nasty
edges.

6. Proper Eye / Skin Protection - Self-evident. Glasses or goggles


depending on the weather. Also, remind your students to apply
sunscreen to vulnerable, exposed skin areas even if the sun is lurking
behind the clouds. (UV rays!)

7. Falling / Getting Up - Instruct your students on how to fall prudently


since it is an inevitable event. Sitting down on the butt works well
for heel-side falls. For toe-side falls, falling flush on the forearms
without straightening the arms will reduce the chances of wrist injury.
While down, be aware of your arms and hands in relation to other
snowboarders. Falls can happen at any time. All snowboarders
should know their limits. Also, instruct your students on the various
ways to get up. Getting up may even require unbuckling the rear foot
binding in some cases.

With all that having been addressed, let’s get on with the training!
SCH Page 37
Training Topics

SECTION 4.0 ♦TRAINING TOPICS♦

These training topics are presented for the benefit of both you and your
resident Clinician or Staff Trainer. The material presented is intended to
be both informational and developmental in nature. With an
understanding of the exam format already established, a candidate can
use this material to gain insight into each area of the certification exam.
Those fortunate enough to have a formal training program at their local
hill should encourage their Trainer or Clinician to draw upon this
information when developing training clinics. These clinics and training
sessions should be scheduled as to achieve optimal preparation for each
of the relevant AASI certification events as they arise, ultimately
culminating in the certification exam.

The initial training topics presented in this handbook address the


underlying foundations of snowboard instruction, in particular the
concepts, reasoning, and ideas upon which the AASI Snowboard
Teaching System is based. The topics that then follow explore the
deeper aspects of Riding, Teaching, and Professional Knowledge.

Remember to make a habit of reading relevant training material the


night before any given clinic. You truly will take home more from a
clinic if you bring something to it.

Incidentally, as an Examiner, the author recognizes and respects the


individuality and opinions of each instructor and welcomes any
constructive criticism you may want to offer regarding the content of
this handbook and the training content contained herein. Your feedback
is welcome, valued and most appreciated.
SCH Page 38
Snowboard Teaching System

SECTION 4.1 ♦SNOWBOARD TEACHING SYSTEM♦

The Snowboard Teaching System (S.T.S.) is a student-centered,


outcome-oriented, experiential, and guest service-driven teaching and
learning process designed to completely assess the student, address their
needs, and deliver a fulfilling and rewarding snowboarding experience.
The S.T.S. is comprised of three major components, those being the
Service Concepts, the Riding Concepts, and the Teaching Concepts.
Together these three components determine the resulting Learning
Pathways and student experience as illustrated in the following diagram.

The Snowboard Teaching System

THE SERVICE CONCEPTS: The Service Concepts explain why we


teach. The Service Concepts were developed by AASI to promote the
idea that great teaching starts with great customer service. Any
customer or guest will be encouraged to return for additional lessons
should they receive the proper attention, respect, and lesson value they
deserve as paying customers.
SCH Page 39
Snowboard Teaching System

Often instructors are the primary interface between the student (i.e.,
“guest”) and the ski area, spending more time with the customer than
any other function on the mountain. As instructors, it is our
responsibility to deliver an encouraging, rewarding, and beneficial
snowboard experience, while developing a strong rapport with our
students. By doing so, the student, instructor, and resort alike benefit
through enhanced abilities, return business, and increased revenues,
respectively. The Service Concepts provide the instructor with the tools
to foster this intangible, yet invaluable, student/instructor relationship.

The Service Concepts - This outline can be used to make informed


service-oriented professional decisions regarding the needs and
wishes of the student. The outline is rather simplistic and begins
appropriately with the instructor and the student.

1. Recognize Instructor / Student Experiences - Each party


brings a set of experiences that shape them. Given the two
parties involved each set of experiences will influence and
guide all decision-making in the remaining steps of this outline.

2. Assess the Student’s Situation - The Instructor should initially


take a little time to get to know their student, their background,
and their desires.

3. Propose the Plan - Once you feel you have an adequate handle
on the needs of the customer, do the following. Confirm and
restate the needs and wishes of the customer, as you perceive
them. Upon concurrence formulate a plan that addresses these
needs and present it to the customer. Reach a consensus on the
benefits of such a plan before proceeding.

4. Provide the Service - Deliver your product, namely the lesson,


as you so often adeptly do. The Riding and Teaching Concepts
will address this topic further.
SCH Page 40
Snowboard Teaching System

5. Close the Transaction - Toward the end of the lesson review


key services and benefits which you have provided while
checking for any unaddressed needs.

6. Follow-Up - Assess the student’s reaction to the overall


experience and provide feedback to your area management to
assure continued or improved service in the future.

THE RIDING CONCEPTS: The Riding Concepts represent what we


teach and are comprised of the following elements:

1. The Riding Pathways / The “Y” Model - The Riding Pathways


are a framework or reference point for presenting and developing
fundamental movements. These pathways are depicted by the
realm of snowboarding maneuvers and movement patterns. The
AASI Demonstration Forms are an instrumental part of these
images and are used by the instructor to illustrate specific
movement patterns. The “Y” Model serves as a reference when
judging respective riding styles and overall riding proficiency.
AASI has graciously developed this graphical “Y” representation
which illustrates the realm of snowboarding maneuvers from
Alpine Carving to Freestyle.

(See The “Y” Model, Figure 1.2 , next page)

The model reflects the origins of all riding in a Basic Turn with
the eventual development of the Dynamic Turn as the basis for
advanced riding. Riders begin by learning simple concepts and
combine them to form Basic Turns. Given added teaching,
experience, and practice riders begin to explore the Dynamic Turn
in which there is a distinct offset between the board and body. The
“Y” Model represents the general evolution of snowboarding and
the common origins of the whole lot.
SCH Page 41
Snowboard Teaching System

The “Y” Model


2. Movement and Performance Concepts - Snowboarding involves
movement. The Movement and Performance Concepts are based
on the idea that for every action there is a reaction. Snowboarding
is the combination of fundamental body movements and the
resulting performance reaction of the snowboard. This
combination of body movements and snowboard performance
comprises the patterns seen in everyday snowboarding. A
complete explanation of these ideas is found in the Movement /
Performance Concepts and Movement Patterns / Turn Mechanics
sections.
SCH Page 42
Snowboard Teaching System

3. S.T.S. Rider Levels - The S.T.S. Rider Levels serve as a reference


when judging riding development and evaluating the respective
levels of student achievement. The skilled movement patterns
associated with these levels can be reinforced through repetitive
practice aimed at solidifying muscle memory and achieving
consistent, predictable performance.

Rider Level 1 - A first time snowboarding experience. The


snowboarder can perform basic maneuvers, skidded traverses
on both heel-side and toe-side and can stop when
necessitated.

Rider Level 2 - The snowboarder can perform skidded


traverses and garlands in both directions with confidence and
is starting to make skidded turns in both directions on
beginner (green) terrain. The rider is familiar with lift
operation and able to use the chairlift.

Rider Level 3 - The snowboarder can link turns with speed


control in both directions on beginner (green) terrain. The
rider is beginning active use of the fundamental movements
and blending of those movements. The rider may begin to
experiment with basic freestyle maneuvers, including switch
riding and spins.

Rider Level 4 - The snowboarder is comfortable on all


intermediate (blue) terrain. Rhythm is evident in their timing
of movements and they can comfortably control speed
through turn shape while making skidded turns of varying
radii. The rider is beginning to carve turns, seeking
proficiency in a breadth of freestyle maneuvers, and can ride
most obstacles in the park, including the pipe. The
snowboarder is seeking more challenging terrain, including
bumps and varying or transitional snow conditions.
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Snowboard Teaching System

Rider Level 5 - The snowboarder is comfortable performing


turns on advanced (black) terrain. The rider is refining all
turns and techniques, including carving, in all snow
conditions and terrain, including the park and pipe. The rider
is proficient in a breadth of freestyle maneuvers and can ride
the park and pipe with confidence.

Rider Level 6 - The snowboarder can ride the entire mountain


with confidence and ease, working on the fine points of
efficiency and turn shape and exploring the extremes of
snowboarding.

THE TEACHING CONCEPTS: The Teaching Concepts represent


how we teach through the development of a Learning Partnership.
The partnership between the student and the instructor results primarily
from the interaction of two sets of behaviors as follows:

LEARNING PARTNERSHIP
/ \
TEACHING PATHWAYS LEARNING PATHWAYS
/ \
Instructor Behavior Student Behavior

THE TEACHING PATHWAYS: The Teaching Pathways are


characterized by the instructor’s behavior and their use of The
Teaching Pattern. This pattern is a strategy employed by the instructor
geared toward the facilitation of learning. The instructor can also
employ a variety of Teaching Styles in their lesson plan.

The Teaching Pattern - The Teaching Pattern is an all-encompassing


tool used by the instructor for delivering the complete lesson. The
pattern is represented by the following elements. The first and last
few steps are commonly undertaken at the onset and completion of
the lesson while the middle four elements can be interchanged as
needed.
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Snowboard Teaching System

1. Introduce the Lesson - Deliver a brief outline and establish a


rapport.

2. Determine Goals - Assess levels of ability and set/state goals.

3. Plan Lesson Objectives - Generate a logical action plan and


determine pacing for the lesson. Select appropriate terrain.

4x. Present Information - Present material relevant to the lesson


and explain the relevant concepts.

4x. Demonstrate - Perform movement patterns for benefit of your


students making sure to highlight significant/important points.

4x. Practice - Set and guide initial practice and give immediate
feedback. Try to reinforce success and correct errors.

4x. Feedback /Check for Understanding - Assess your student’s


physical response to the tasks. Provide feedback and question
them verbally to confirm an understanding.

8. Summarizing - Review and convey accomplishments. Preview


the next lesson.

9. Teaching for Transfer - Relate the lesson to other student


sports and experiences.

10. Extended Thinking Options - Employ additional and advanced


techniques such as psychological tools to enhance the learning
process.

Teaching Styles – Teaching is either very direct or guided in some way


by the instructor. The five major Teaching Styles promoted and used by
AASI are as follows.
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Snowboard Teaching System

1. Command / Direct- Explain and demonstrate each exercise.


Allow the student to execute these exercises and evaluate them.

2. Task - Explain and demonstrate. The students execute the


exercises at their own pace while the Instructor roams and
provides feedback.

3. Reciprocal (Group, Individual) - Explain and demonstrate.


The students perform the exercises in pairs. These pairs
subsequently provide feedback to each other. Group and
Individual are variations in which a group or the student
him/herself provides the feedback.

4. Guided Discovery - Instructor sets the goals and provides the


clues, which lead the students to a specific, given, answer.

5. Problem Solving - The Instructor poses a problem and works


as team with the students to seek answers. Often, there is more
than one possible answer.

THE LEARNING PATHWAYS: The student defines their Learning


Pathways. The student brings to this partnership a vast conglomeration
of experiences and attributes, which shape their personal learning
requirements and environment. They are grouped into these categories:

1. Individual Characteristics and Backgrounds - These


characteristics describes such attributes as knowledge, attention
span, past experiences, nationality, sex, age, and physical abilities.

2. Learning Preferences - This category identifies the type of learner


the student tends to be. They may be a Thinker, Doer, Watcher, or
Feeler, and consequently rely on one of these four modes as their
preferred way of learning. Learning itself can be broken into five
distinct components, those being Exposure, Repetition,
Understanding, Motivation, and Application.
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Snowboard Teaching System

3. Motivation - Motivation refers to those inputs which drive and


inspire the student. Some students are motivated by the social
interaction found in the snowboarding environment. Others are
striving to reach a new level of achievement and are result-oriented.
Abraham Maslow devised a model for human motivation known as
Maslow’s Hierarchy of Needs based on our initial primordial need
for Sustenance, followed by Safety, Social Recognition, Self-esteem,
Self-actualization, and finally Transcendence.

4. Attitudes and Values - A student’s willingness to receive


information and the importance they place on that information
are among those items which contribute to their attitudes and
values. The attitudes of the student can change often depending
on daily fluctuations in behavior while one’s value system tends
to be more ingrained.

TEACHING CHILDREN: The ability to teach both adults and


children is essential for the certified instructor. Certain instructors
thrive on the opportunity to teach children on a regular and recurring
basis. While teaching children is not that fundamentally different
from adults PSIA/AASI has supplemented our teaching tools with
additional children’s specialty materials and literature. These include
the Children’s Instruction Manual, Children’s Ski & S/B Movement
Guide (new), and the Study Guide: Teaching Children (included as
Appendix A in this Handbook). The CAP Model is one example of
such a tool.

CAP MODEL: From the time we are children and as we grow we


pass through stages of development that are not only physical (how
we move) but cognitive (how we think) and affective (how we feel).
The Cognitive, Affective, Physical or CAP Model was developed to
help instructors construct accurate student profiles and understand
how a student develops in these areas. Please consult the children’s
reference materials for more information regarding the CAP Model.
SCH Page 47
Movement and Performance Concepts

SECTION 4.2♦ MOVEMENT/PERFORMANCE CONCEPTS♦

The Movement and Performance Concepts are central to the Snowboard


Teaching System, in particular the Riding Concepts. One’s
snowboarding ability is based directly on how well they employ these
riding concepts. These concepts and their associated movements are
developed through practice and experience and reflect the core building
blocks which AASI instructors should target for student development.

MOVEMENT AND PERFORMANCE CONCEPTS: Movement


and Performance Concepts are based on the idea that snowboarding
actions are the combination of balance, fundamental movements of the
body and the resulting performance reaction of the snowboard. This
combination of body movement input and resulting snowboard
performance defines the riding output.

MOVEMENT CONCEPTS: Movements are either rotational or linear


in nature. The Fundamental Movements used in snowboarding are
Rotation and Flexion/Extension. The application of these movements
is present in all levels of snowboarding.

Rotation - These are the movements that involve rotation, or a


tendency toward rotation, of either the body as a whole, or of one
part of the body relative to another. Rotary movements may be
subtle or quite strong, fully developed or blocked, and active or
reactive (countered) depending on the snowboarder’s wishes. For
efficiency and stability, it is generally desirable to use the lower
body to generate rotary movements. Common Rotary Movements
are as follows:

1. The rotary movements of the rear leg enhance the actions of the
front leg and vice-versa.
2. The rotary movements are used to support active guidance of
the snowboard throughout the turn.
3. The rotary movements are used to complement flexion and
extension movements.
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Movement and Performance Concepts

Flexion/Extension – Flexion/Extension Movements are used to adjust


angles of the body and regulate the pressure that the snowboard
exerts on the snow as it moves on or through the snow. Such
flexion/extension movements or combination of movements can
result in fore/aft leverage changes, lateral weight shifts from one
edge of the snowboard to the other, or changes in weighting
through relative vertical movements of the body. Common
Flexion/Extension Movements are as follows:

1. The movements of the knees, ankles, hips, and other major


joints made to shift pressure distributions on the snowboard
with the engagement being smooth and progressive.
2. Flexion/extension movements complement other actions in the
control of turn shape.

PERFORMANCE CONCEPTS: The Performance Concepts describe


the performance reaction of the snowboard to the Fundamental
Movements. The snowboard’s performance can be characterized in four
different ways as follows: Edge Angle (Tilt), Torsional Flex (Twist),
Rotation (Pivot), and Pressure Distribution.

Edge Angle - Edge Angle defines the way the edges of the board
contact the snow surface. Instructors introduce the concept of
Edge Angle so the students will clearly recognize that the forces
that ultimately turn their snowboard come from the snowboard to
snow interaction and that the edges are the active interface
between the snowboarder and the snow. When the snowboard is
guided onto edge subsequent edge adjustments can assist in
achieving the desired turn shape.

Torsional Flex (Twist) - Torsional Flex is the amount of twist along the
length of the snowboard or the difference in edge angle between
the tip and tail of the snowboard. For example, at the start of a
turn by pressing down with the front toes and relaxing the rear leg
the rider can create this relative twist in the snowboard. This
SCH Page 49
Movement and Performance Concepts

relative twist helps release the front heel edge of the board and
helps initiate a turn.

Rotation (Pivot) – The resulting rotation of the snowboard refers


simply to the direction which the board is pointing with respect to
the direction of travel. Rotation can be described in relation to a
pivot point on the snow about which everything is turning.

Pressure Distribution - Pressure Distribution defines the way that the


snowboard exerts weight on the snow. Resulting pressure can be
distributed over various parts of the snowboard through the
relative flexion/extension of various joints within the body. As
mentioned the result can be varying tip-to-tail (fore/aft), side-to-
side (lateral), and vertical (up/down) pressure distributions.
Reactions to terrain variations also contribute to the distribution of
pressure. Movements which shift pressure on the board should be
smooth and progressive.

BALANCE / THE BASIC ATHLETIC STANCE: In order to


facilitate the development of fundamental movements AASI advocates
the use of the Basic Athletic Stance. This stance characterizes the
general overall position of the body while in motion. This is one in
which the snowboarder is flexed at the ankles, knees, and hip, with the
arms up and out. A flexed position allows for a greater range of motion
and puts the snowboarder in a more stable position with the muscles in a
ready and reactive state. The goal is a state of balance as described
below.

Balance – Balance is achieved through movements required to keep the


body in equilibrium (either static or dynamic) when it is acted
upon by external forces. These external forces may be the result
of deliberate actions on the snowboarder’s part (turning the
snowboard or adjusting edge angles), or they may result from
reaction to disturbances (uneven snow surfaces or changes in
terrain). The balance movements may involve relatively gross
body adjustments or small imperceptible adjustments, depending
SCH Page 50
Movement and Performance Concepts

on the circumstances. Good balance can be characterized as


follows:

1. A flexed but fairly tall relaxed stance for muscular and skeletal
efficiency in which the upper body is disciplined and dynamic
(never static) with the board.
2. Balance actions involve the whole foot thus developing the
ability to work the entire snowboard.

TIMING/INTENSITY/DURATION (TID): When dealing with


movement the interaction of Timing, Intensity, and Duration of these
movements can have a profound effect on resulting outcomes. Each
movement needs the correct starting point. A student may ask when to
begin a movement, how aggressively to perform that movement, and for
how long. As an instructor one must realize that these factors are inter-
related, and we must coach our students accordingly. For instance, “At
the top of your turn, press lightly on the forward toe and hold for a count
of two…”

An overall understanding of the Movement and Performance Concepts


is the foundation for developing your student’s abilities. Review and
reinforce these concepts before proceeding. Additional specifics on
these concepts including fundamental movements and the resulting
performance reactions are explored in more depth in the Movement
Patterns / Turn Mechanics section.
SCH Page 51
Demonstrations

SECTION 4.3 ♦DEMONSTRATIONS♦

The AASI Demonstration Forms are an instrumental part of the visual


forms which comprise the Riding Concepts. The mandatory
demonstrations for each of the certification exams are detailed in the
next few pages. Each demonstration is characterized by a set of
Objectives and accompanied by those Mechanical Priorities which need
to be reinforced in order to achieve the desired movements.
Incidentally, when conducting an on-snow clinic, especially one
addressing the Demonstration Forms, the use of video proves to be an
invaluable feedback tool.

LEVEL I DEMONSTRATIONS: The three Level I Demonstration


Forms are listed here for your benefit. These three forms along with
Freestyle and Tasks account for the five scored areas of the Riding
portion of the Level I exam.

1. Basic Skidded Turns


2. Switch Skidded Turns
3. Skidded Turns

Basic Skidded Turns

Objectives:
Enter each turn from a slow skidded traverse.
Each turn is led with a whole body movement, including the feet.
There is a distinct forward plantar-flexion of the front foot.
The snowboard is skidded throughout the turn.
Each turn is not rushed.
Turns are accomplished in both directions.

Mechanical Priorities:
Rotation comes from the whole body including the legs.
Pressure shifts gradually from the front foot to both feet as the
turn progresses.
SCH Page 52
Demonstrations

The snowboard is edged only enough for a skidded direction


change.

Switch Skidded Turns

Objectives:
Turns are led with the tail of the snowboard.
Each turn is led with a whole body movement, including the feet.
A distinct movement in the direction of the new turn
accompanies a plantar-flexion of the new downhill foot.
The snowboard is skidded throughout the turn.
Each turn is not rushed.
Turns are accomplished in both directions.

Mechanical Priorities:
Rotation comes from the whole body including the legs.
Pressure shifts gradually from foot to foot as the turn
progresses.
The snowboard is edged only enough for a skidded direction
change.

Skidded Turns

Objectives:
Speed is higher and more consistent than the Basic Skidded
Turn.
Turns are linked rhythmically across the fall-line with little/no
traverse.
Turns have a rounded shape.
Turns are skidded and completed without an edge set.

Mechanical Priorities:
Turn is initiated with plantar-flexion of the front foot, minimal
rotary input from the body and completed using strong rotary
input from the hips and legs.
SCH Page 53
Demonstrations

Pressure is on the front foot during the initiation phase and


shifts gradually to both feet by the completion of the turn.
Flexion and extension movements add rhythm and aid in
pressure control.
The edge change is made sooner, before the fall-line with edge
control improving the rounded turn shape.

LEVEL II DEMONSTRATIONS: There are three Level II


Demonstration Forms as listed below. The addition of Carving,
Park/Pipe Freestyle, Air-to-Switch, and Situational Riding make for a
total of seven scored riding disciplines at this level.

1. Linked Medium Radius Skidded Turns


2. Linked Short Radius Skidded Turns
3. Linked Switch Skidded Turns

Linked Medium Radius Skidded Turns

Objectives:
Speed is higher and more consistent than the Basic Skidded
Turn.
Turns are linked rhythmically across the fall-line with no
traverse.
Turns have a rounded shape.
Turns are skidded and completed without an edge set.

Mechanical Priorities:
Turn is initiated with plantar-flexion of the front foot, minimal
rotary input from the body and completed using strong rotary
input from the hips and legs.
Pressure is on the front foot during the initiation phase and
shifts gradually to both feet by the completion of the turn.
Flexion and extension movements add rhythm and aid in
pressure control.
The edge change is made sooner, before the fall-line, with edge
control improving the rounded turn shape.
SCH Page 54
Demonstrations

Linked Short Radius Skidded Turns

Objectives:
Short skidded turns have a distinctly smaller radius than
skidded medium turns.
Speed is higher and more consistent than the Basic Skidded
Turn.
Turns are linked rhythmically across the fall-line with no
traverse.
Turns have a rounded shape.
Turns are skidded and completed without an edge set.

Mechanical Priorities:
Turn is initiated with plantar-flexion of the front foot, minimal
rotary input from the body and completed using strong rotary
input from the hips and legs.
Pressure is on the front foot during the initiation phase and
shifts gradually to both feet by the completion of the turn.
Flexion and extension movements add rhythm and aid in
pressure control.
The edge change is made sooner, before the fall-line, with edge
control improving the rounded turn shape.

Linked Switch Skidded Turns

Objectives:
Turns are linked and led with the tail of the snowboard.
A distinct movement in the direction of the new turn
accompanies a plantar-flexion of the new downhill foot.
The edge change occurs before the fall-line.
The snowboard is skidded throughout the turn.
The turn is not rushed.
Each turn is linked repeatedly, the result being turns in both
directions.
SCH Page 55
Demonstrations

Mechanical Priorities:
Rotation comes primarily from the lower body, legs and feet.
Pressure shifts gradually from foot to foot as the turn
progresses.
Flexion and extension movements are encouraged to add
rhythm and aid in linking turns.
While skidding, the snowboard is edged as appropriate for
speed and terrain.

LEVEL III DEMONSTRATIONS: There are two Level III


Demonstration Forms which complement the four required riding scores
in the disciplines of Steeps, Functional Air, Park/Pipe Freestyle, and
Situational Riding. The two Level III Demonstrations Forms are:

1. Linked Dynamic Skidded Turns


2. Linked Dynamic Carved Turns

Linked Dynamic Skidded Turns

Objectives:
These linked dynamic skidded turns have a distinctly smaller
radius than skidded medium turns.
Speed is higher and more consistent than the Basic Skidded
Turn.
Turns are linked rhythmically down the fall-line with no
traverse.
Turns have a rounded shape.
Turns are skidded and completed without an edge set.

Mechanical Priorities:
Turn is initiated through crossunder using strong rotary from
the feet and legs with minimal rotary from the upper body.
A quiet, stable upper body is maintained throughout.
Dynamic flexion (retraction) movements and progressive rotary
movements add rhythm and improve turn shape through
pressure control.
SCH Page 56
Demonstrations

The edge change is made early, well before the fall-line with
board twist and consistent edge control improving turn shape
and controlling speed.

Linked Dynamic Carved Turns

Objectives:
Turns should be rounded and of consistent radius.
Speed should remain the same throughout the demonstration.
The snowboard is carved with optimum use of board design.
A fluid carved turn with higher edge angle is preferred.
The snowboard should remain on the snow.

Mechanical Priorities:
The carved turn is initiated using crossunder and dynamic front
foot pressuring movement to release the edge.
A quiet, stable upper body is maintained through the turn.
Excessive movements of the upper body and arms are
inappropriate.
Crossunder movement is distinct providing a quick and
effective edge change.
An angulated (offset) position with higher edge angle
characterizes this turn.
Demonstration of active pressure control movements through
the use of flexion and leverage lead to effective guiding of
the snowboard and result in a pure carved turn.
A carved finish is achieved in the new direction with the rider in
a comfortable, flexed position.
SCH Page 57
Required Riding

SECTION 4.4 ♦REQUIRED RIDING♦

Required Riding encompasses the remaining collection of required


snowboarding maneuvers and situations (not covered by the
Demonstration Forms). This clinic should attempt to maximize riding
time and introduce a number of possible exam scored situations. As
mentioned in the Demonstrations section, the use of video as an
analytical tool can not be understated. If at all possible, obtain video
footage during your clinics. Even more important and paramount to the
success of the clinic is the need to initially view the videotape
immediately following the clinic. Immediate viewing reinforces ideas
brought forth during the on-snow portion of the clinic. Besides being
extremely beneficial to student, instructor, and candidate alike, Video is
a simple and cost-effective way to document, review, retrieve, and
reinforce those elements of success so crucial in any pursuit of
perfection.

WORK ON FUNDAMENTAL MOVEMENTS: Be sure to practice


exercises pertaining to Movement and Performance Concepts (Rotation,
Flexion/Extension, Edge Angle, Torsional Twist, etc). Remember, these
movements form the foundation of the more complex and advanced
maneuvers. Basic exercises such as sideslipping, garlands, and leapers
can develop the required performance movement patterns through
movement blending and repetition.

Sample Exercises - Here are some sample exercises for developing,


improving, and blending the Fundamental Movements. They include:

Sideslipping Leapers
Traverses Ollies/Hops
Garlands Carving
Basic Half-pipe Air-to-Switch
Grounded 360°s Linked Switch Turns
SCH Page 58
Required Riding

SITUATIONAL RIDING /TASKS/ FREESTYLE: Situational


Riding, Tasks, Functional Air, and Park/Pipe Freestyle are scored during
the exams. Situational Riding can include varying snow conditions,
varying turn radii, and the infamous “conditions of the day”. Freestyle
moves cover the realm from rail grabs and functional air tricks to
slopestyle park runs and half-pipe maneuvers. An experienced
Examiner will have a bevy of possible tasks and situations at their
disposal and the ability to expose your potential weaknesses in
performing them. Make effective use of your free time and lay out a
practice plan when you are not clinicing. While clinicing, a major
chunk of the freeriding time should be devoted to these categories. With
the majority of the snowboarding public found in and around your local
snowboard park, freestyle tasks deserve added consideration when
preparing for the certification exam. Trust me!

STEEPS: Steeps, namely shorter controlled turns on a steeper face, are


a possible Level II situational riding task and are required riding at
Level III. Work on developing short radius turns by committing the
Center of Mass to the turn, promoting earlier edge engagement, and
more active flexion (retraction) and extension movements. Gradually
quicken the pace of all movements in an effort to narrow the corridor in
which the turns are being made.

CARVING: The Level II and Level III Exams include forms of


carving. Proper carving technique is best developed progressively.
Traverse on an edged board and concentrate on bending the knees and
maintaining fore/aft balance while emphasizing the reduction of slipping
motions. Move into single garland carved turns in the fall-line. Match
the amount of edge angle, angulation, and speed to the shape of the turn.
Garlands should work towards a rounder, controlled shape. Link several
single garland carved turns together. When linking complete turns,
experiment with pressure distribution on the board during the turn and
its effect on the carve. Be sure to work progressively through the
snowboard’s length, from tip to tail, and concentrate on both heel-side
and toe-side carving development.
SCH Page 59
Required Riding

MODERATE BUMPS: While Bumps have been dropped as a


mandatory requirement for the exams, they remain a possible task or
situational condition. Things to focus on while freeriding in the bumps
are developing absorption in legs, good body position, and fore/aft
balance. Introduce turning on the top of the bump. Initiate the turn by
facing down the fall-line and apply weight to the front foot. Pivot and
slide the snowboard through the turn then increase the edge angle at the
end of turn to control speed build-up.

Complete overall proficiency in all the areas of required riding can only
be obtained through dedication, focus, and time on the snow.
Strengthen those weaker areas of your riding and develop the repertoire
you need to succeed!
SCH Page 60
Physics

SECTION 4.5 ♦PHYSICS♦

This isn’t intended to be the complicated physics you took in high


school or college. Instead it will help you understand just how and why
we can make a board under our feet do all the things it does. If you
understand the basic physics concepts and are familiar with some of the
more in-depth explanations offered here, you are well on your way to
passing the Professional Knowledge portion of the exam.

NEWTON’S THREE LAWS OF MOTION: Everything and


everyone in the Universe is subject to Newton’s Laws of Motion, even
snowboarders. The relevance of each of these laws to snowboarding
will become more apparent with each of the physics concepts that
subsequently follow.

The First Law of Motion - A body in motion will continue along its
path unless acted on by another force.

The Second Law of Motion - The change in motion of a body is


proportional to the magnitude of the force acting on it, F = ma.

The Third Law of Motion - For every action there is an equal and
opposite reaction.

EQUILIBRIUM: The state in which all opposing forces acting on a


body are instantaneously equal. The state of equilibrium as it relates to
snowboarding refers to the act of maintaining balance by compensating
for all surrounding forces, whether stationary (static balance) or while in
motion (dynamic balance). A prudent snowboarder is always striving to
achieve equilibrium.

CENTER OF MASS: Mass is the quantity of matter in a body. A


snowboarder has a Center of Mass or a point at which their mass is
considered to be concentrated for analytical purposes. The Center of
Mass moves as the snowboarder changes position, flexes, and extends.
SCH Page 61
Physics

As a general rule, the Center of Mass resides in the abdominal area


although it can reside outside the body through creative manipulation of
the body and limbs.

VELOCITY: The speed and direction of a body denoted by the


symbol, v. Velocity is referred to as a vector because it has a direction
associated with its magnitude. Speed, on the other hand, is referred to
as a scalar since it has only a magnitude, no direction.

ACCELERATION: The rate at which the velocity of a body changes


with respect to time. Acceleration is denoted by the symbol, a, and is
also a vector quantity.

FORCES: A force is push or pull which changes the velocity of a


body. The force acting on a mass is proportional to the acceleration
causing it and is expressed as, F = ma. The forces in snowboarding are
Gravity, Friction, Centrifugal Force, and Centripetal Force.
Incidentally, Pressure is not a Force. Pressure is an applied force
divided by the area over which it acts. Please do not use the two terms,
Pressure and Force, interchangeably! You may insult a physicist or
rocket scientist in doing so who just happens to be a part-time AASI
Examiner. Oops!

Gravity - A force resulting from the inherent attraction of one body for
another. Gravity exerts itself as an acceleration that pulls the
snowboarder’s Center of Mass toward the center of the earth. The
effect of this acceleration on our mass is a resulting force equal to
our weight, W = mg. The Center of Gravity is located at the
same point as is the snowboarder’s Center of Mass. The
acceleration quantity, g, is essentially a constant and varies
insignificantly with altitude.

In the physics of snowboarding, it is the two components of the


resultant gravity that are of particular interest. Gravity can be
divided into a normal and parallel component. The normal
component is perpendicular to the surface of the slope (like a pole)
SCH Page 62
Physics

while the parallel component is oriented along the slope or fall-


line. This parallel component of gravity increases with the pitch of
the slope and is responsible for increased velocity.

Friction - A force which opposes motion or the resistance from two


opposing surfaces. Friction is present while in motion as well as at
rest. The friction present while a body is in motion is referred to as
dynamic friction and is always less than friction while at rest, or
static friction. The amount of friction is proportional to normal
(perpendicular) force applied to the surface, hence the equation, F
= uN, where u is the coefficient of friction. As the pitch of the
slope increases the normal component of gravity decreases, hence
friction is reduced. In snowboarding, we are primarily concerned
with dynamic friction while in motion. Three types of dynamic
friction are snow-to-snowboard friction, air-to-body friction, and
snow-to-body-friction, found with deeper snow.

The Gravity - Friction Principle: Simply put, the Gravity-


Friction Principle states that “When friction is greater than
gravity, speed decreases, and when gravity is greater than
friction, speed increases”. Accordingly, the Gravity-Friction
Principle defines the relationship between a standing
snowboarder’s leverage and edging. When a snowboarder
levers on their front toes the resulting board twist begins to
release the front heel edge. The applied weight (gravity)
overcomes the edging friction, and the front of their board will
then seek the fall-line. Similarly, were the snowboarder to lever
backward, the tail of the board would seek the fall-line. This
understanding can be extended as follows. When moving, if the
front of the board is engaged by a sufficient amount of snow,
and the friction at the front of the snowboard increases relative
to the rest of the board, the front of the board will deflect. This
will produce a turning of the snowboard. This behavior is an
example of Differential Friction. Aided by board design,
Differential Friction is largely responsible for pure turning of
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Physics

the snowboard. Those concepts relating to board design will be


presented in the Equipment section.

Centrifugal Force - A force that tends to pull a body which is in curved


motion to the outside of a turn. This force acts on the
snowboarder’s Center of Mass and is instantaneously equal and
opposite to the centripetal force responsible for keeping the
snowboarder moving in the arc of the turn. Centrifugal Force is
directly proportional to the square of the velocity and inversely
proportional to the radius of the turn and is expressed by: F = m
v2 /r.

Centripetal Force - As mentioned, Centripetal Force is the force


responsible for keeping the snowboarder turning or moving in an
arc. This force results primarily from edge angle, the snowboard’s
interaction with the surface and the reaction of the snow pushing
back toward the center of the turn. The effect of the snow’s
reaction is passed up through the snowboarder’s body and
becomes markedly more pronounced as turn velocity increases.
Without Centripetal Force, the snowboarder would fail to move in
an arc or turn.

INERTIA: Simply stated, Inertia is the characteristic of a body in


motion to stay in motion or a body at rest to stay at rest unless acted on
by another force. The inertia of a body is proportional to its given
mass. The concept of Inertia relates closely to Newton’s First Law.
When speaking of curvi-linear motion, we refer to the Moment of
Inertia of a given mass. As more mass is placed further from the center
of rotation, the Moment of Inertia increases. As mass is brought toward
the center of rotation the Moment of Inertia is decreased.

MOMENTUM: Momentum is a property of mass in motion.


Momentum can be referred to as either Linear Momentum or Angular
Momentum depending on the type of motion involved.
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Physics

Linear Momentum - The product of mass times velocity, M = mv,


moving in a straight line. In snowboarding, a snowboarder will
carry more momentum as their velocity increases as will a heavier
snowboarder with more mass.

Angular Momentum - The product of Moment of Inertia times angular


velocity. For angular momentum to be conserved, the product of
the Moment of Inertia and angular velocity must remain constant.
A snowboarder has a certain amount of Inertia in a turn based on
the radius of that turn. If that radius were to suddenly tighten or
shrink, for angular momentum to be conserved, a decrease in
radius must be accompanied by an apparent increase in velocity
around that center point. The best, perhaps classic, example of
this idea is the spinning ice skater.

ENERGY: Energy is a force acting over a given distance and can be


thought of as the amount of work expended in the performance of a task.
A snowboarder receives a certain amount of Potential Energy when
placed atop the mountain by the lift. This Potential Energy is then
converted into Kinetic Energy (movement down the hill), Mechanical
Energy (displacing snow), and Heat Energy (friction, melting snow). By
the time they reach the bottom of the lift all the Potential Energy
previously delivered by the lift has been expended, resulting in a closed
loop system or Conservation of Energy.

TORQUE: Torque is the result of a force acting at a distance, creating


a lever arm. For a given force the longer the lever arm, the greater the
torque. Torque generated by various muscular actions is the source of
the Turning Powers which are responsible for the Rotary Movements
used in snowboarding. These detailed concepts relating to torque and
rotation are presented in the Movement Patterns / Turn Mechanics
section.

PHYSICS AND CHILDREN: Contrary to popular belief, the same


physics laws apply to children as to adults. The difference with children
is that they are physically smaller. Things like gravity, friction, inertia,
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Physics

etc., still affect them in the same way, however, the effect is relative to a
person’s size. A child has a higher relative Center of Gravity and
Center of Mass in proportion to an adult due to the fact that more of
their mass is concentrated in the upper part of their bodies during the
growth years. Also, for a given velocity, the adult or heavier
snowboarder will carry more momentum down the hill and tend to travel
farther than the child (neglecting abnormally large frictional effects).
Consult the Appendix, Teaching Children, in this handbook for
additional information regarding children.
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Kinesiology / Biomechanics

SECTION 4.6 ♦KINESIOLOGY / BIOMECHANICS♦

Kinesiology/Biomechanics is study of the body and how it moves. To


become an effective as well as safe snowboard instructor it is essential
to understand the composition of the human body, its internal function,
and its governing limitations. The focus of this section should not be
the memorization of the material presented but rather developing the
ability to apply it in relevant snowboarding and teaching situations.

BONES: Bones are hard, dense calcified tissue. They are the support
system which comprises the skeletal stack, and they allow for
articulation of the various body parts. Bones also serve as attachment
points for tendons and ligaments, and they manufacture red blood cells.
The bones of the skeleton also store toxic salts harmful to the body, and
together they protect internal organs from damage. Of the 206 bones in
the human body, half are in the hands and feet.

Informational Handouts: Obtain a handout detailing the bones of


the human body and become familiar with the major bone groups.
Keep it simple though. Don’t go overboard and start a Sports
Medicine Clinic in the Snowboard School office, okay!

MUSCLES: Muscles are bands of connective tissue that have the


ability to contract or extend (relax), thereby creating movement or
locomotion. For safety reasons it is important to warm-up and stretch
the muscles within the body before snowboarding. Warming-up makes
our muscles warm and more pliable for stretching. Only then should we
stretch to increase our range of motion to safely prevent injury. Muscles
also provide sensory feedback to the brain in addition to generating
heat and regulating body temperature.

MUSCLE CONTRACTION: Muscle contraction corresponds to a


shortening of muscle length through muscular effort. Muscle extension
refers to a relaxation of the muscle to allow for relengthening of the
connective tissue bands to their original length. A snowboarder usually
contracts their muscles to get into a stronger position. They can then
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Kinesiology / Biomechanics

subsequently relax the muscle and extend to move into a new position.
This extension will involve the contraction of other muscle groups for
the extension to be accomplished. Muscle contraction can be
categorized as either an Isotonic Contraction or an Isometric
Contraction.

Isotonic Contraction - A contraction or extension which results in a


change of muscle length.

There are two types of Isotonic Contractions

Concentric Contraction - The muscle is shortened and pulled to


the middle overcoming any opposing resistance.

Eccentric Contraction - The muscle is lengthened by resistance


or lengthened in conjunction with forceful flexion on the
opposite side of the joint.

Isometric Contraction - A static contraction in which the opposing


force equals the force generated by the muscle. The net effect is
no change of muscle length.

OPPOSING MUSCLE GROUPS: Muscles produce actions in groups.


Very seldom does a single muscle ever contract alone. While a muscle
or group of muscles is acting as a Synergist, another muscle or group is
acting as an Antagonist to its actions. The antagonist is usually located
on the opposite side of the joint, one example being the biceps versus the
triceps. When properly engaged the synergist and antagonist can act to
produce a state of Co-Contraction where both opposing muscle groups
are contracted to achieve a common goal. Such is the case in
snowboarding with the flexed stance resulting from the opposition of the
quadriceps and hamstring groups.

MUSCLE MEMORY: Muscles essentially have the ability to


remember specific motions by repetitively conditioning the neural
pathways which control their movement. Theoretically, an action has to
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Kinesiology / Biomechanics

be repeated at least 80-100 times before muscle “memory” begins to be


achieved. In snowboarding, the more practice the student is given at a
certain task, the greater the muscle memory, the smoother the task will
be performed. A practical example of this is tying our shoes without
any conscious effort.

TENDONS: Tendons are the tissue that attaches the body of the
muscle to the bone. The tendon is comprised of non-contracting tissue
at each end of the muscle and is oftentimes stronger than the bone to
which it attaches. Tendons are quick to heal in relation to ligaments
due to their large blood supply.

LIGAMENTS: Ligaments connect bone to bone. Ligaments are


crucial to maintaining the relationship of the bones at joints. They
provide stability for the given joint and determine the limits on range of
motion for that joint. Once injured, ligaments are extremely slow to
heal due to their limited blood supply and often require reconstructive
surgery and extensive rehabilitation to effect any repair. The ligaments
of the knee and ankle are often the focus of injuries.

CARTILAGE: Cartilage is the dense bloodless tissue found between


two bone surfaces at a joint. The cartilage is attached to the bone ends,
usually rides on opposing cartilage and, like ligament tissue, is
extremely slow to heal.

Articular Cartilage - The teflon coating which provides a gliding


surface to allow for friction-free movement.

Fibro-cartilage - The fibrous kind of cartilage that acts as a spacer and


shock absorber. It is also known as meniscus.

SYNOVIUM: The membranous lining of a joint that secretes fluid.


Synovial fluid acts like the oil in a car engine, lubricating the joint.
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Kinesiology / Biomechanics

CARDINAL PLANES: Before discussing the joints of the body and


their associated three-dimensional motion it is necessary to define a
reference system. For orientation in structural, anatomical, and kinetic
terms, three primary Cardinal Planes can be defined.

Frontal Plane - Divides the body into front and back sections.
Sagittal Plane - Divides the body into right and left halves.
Transverse Plane - Divides the body into top and bottom sections.

RANGES OF MOVEMENT: The motions of the body can be divided


amongst the cardinal planes as follows:

Medial - Movements in the frontal plane toward the mid-line.


Lateral - Movements in the frontal plane away from the mid-line.
Flexion - Refers to a decrease in joint angle.
Extension - Refers to an increase in joint angle.
Adduction - Movements toward the body’s center-line.
Abduction - Movements away from the body’s center-line.
Circumduction - Refers to a combination of movements resulting
in a circular motion around a given axis.
Internal Rotation - Rotation of an extremity toward the mid-line.
External Rotation - Rotation of an extremity away from the mid-
line.

ANATOMICAL REFERENCES: The relative position of body parts


can be described using the following terminology:

Anterior - Toward the front of the body.


Posterior - Toward the back of the body.
Medial - Toward the mid-line of the body.
Lateral - Away from the mid-line of the body.
Cranial - Toward the head.
Caudal - Toward the feet.
Proximal - Refers to the part of the limb closer to its origin.
Distal - Refers to the part of the limb further from its origin.
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Kinesiology / Biomechanics

JOINTS: Joints are the junctions within the body where bones meet.
Depending on the location and type of joint, there are various ligaments,
tendons, and cartilage to stabilize the joint and provide the smooth,
efficient movement (flexion/extension) and articulation that is needed
for the sport of snowboarding. Lubricated by synovial fluid, there are
six major types of synovial joints within the body.

Ball and Socket - The ball-like head of one bone fits into the
socket-like head of another, permitting all movements.
Examples: Hip, shoulder
Hinge (Mortise) - The shaped surface of one bone swings about
the rounded surface of another. Examples: Knee, elbow
Saddle - The concave surfaces of two bones articulate with one
another. Example: Thumb
Ellipsoid - This is a reduced ball and socket configuration in
which rotation is not permitted. Example: Radiocarpal Wrist
Pivot - A ring of bone moves about a process of bone allowing
rotation. Example: Neck
Gliding -Two opposed flat surfaces of bone glide across one
another. Example: Intercarpal Wrist

THE HIP: The hip is a true ball and socket joint where the upper head
of the femur fits into the socket provided by the pelvis. This
arrangement allows for limited articulation in all directions. The
resulting ranges of movement are flexion/extension,
adduction/abduction (40° inward / 90° outward), internal/external
rotation (60° in /100° out), and circumduction. The hip is the
strongest of the joints in the lower half of the body and provides nearly
all the rotation seen in the lower body.

THE KNEE: The knee is a hinge joint. The knee allows primarily for
flexion and extension movements but, when flexed, does allow for
additional minor rotation (20° in / 40° out). The condyles at the head of
the femur rest on the two shallow menisci of the tibia protected by
cartilage with the whole package being stabilized by the four main
structural knee ligaments. When the knee is extended, the ligaments are
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Kinesiology / Biomechanics

tight. When flexed it is the loosening of these ligaments which allows


for the potential of slight rotation. The ligaments of the knee are:

Anterior Cruciate Ligament (ACL) - This ligament connects to the


condyle of the femur to the interior of the tibia and stabilizes the
knee in the forward direction.
Posterior Cruciate Ligament (PCL) - This ligament connects to
the condyle of the femur to the exterior of the tibia and
stabilizes the knee in the backward direction.
Medial Collateral Ligament (MCL) - This ligament stabilizes the
knee from side to side along the inside of the knee.
Lateral Collateral Ligament (LCL) - This ligament stabilizes the
knee from side to side along the outside of the knee.

THE ANKLE: The ankle actually consists of two separate joints that
together act functionally as a compound or complex joint. The resulting
arrangement of the ankle joint requires unique terminology to describe
its ranges of movement. The hinge or mortise joint is between the
tibia/fibula and the talus allowing for Dorsi-Flexion and Plantar-
Flexion. The gliding joint, located in the sub-talar region of the ankle,
is formed by the junction of the talus (above) and the calcaneus (below).
This part of the ankle joint allows for Inversion and Eversion.

Dorsi-Flexion - Movement resulting in a decrease of angle of the


ankle joint.
Plantar-Flexion - Movement resulting in an increase of angle of
the ankle joint.
Inversion - Movement where the foot bed is turned medially or
inward resulting in Supination, or weight bearing on the foot’s
lateral aspect.
Eversion - Movement where the foot bed is turned laterally or
outward resulting in Pronation, or weight bearing on the foot’s
medial aspect.
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Kinesiology / Biomechanics

Dorsi-Flexion of the ankle aids in keeping the snowboarder’s


Center of Mass over his feet when their knees are flexed. Plantar-
flexion is seen in movements involving pressure changes and is
important in maintaining board contact with the snow. Inversion
and Eversion is used for refined control movements such as
modifying edge angle as well as pressuring different sections of
the board. The terms Supination and Pronation are sometimes
used interchangeably with Inversion and Eversion. Although the
terms are related they refer only to the relative location of weight
bearing under the foot and not to the foot’s actual orientation.

THE TRUNK: Trunk movements result from the interaction of many


muscle groups. The major muscle groups of the trunk are the
abdominals, the obliques, and the spinal extensors. In order to make
turns in snowboarding, it is at times necessary to place the upper and
lower body in a twisted, opposed relationship. For this to occur, these
muscle groups must act in the aforementioned synergist and antagonist
relationship to produce the twisted state of the upper and lower torso.

VAK: VAK refers to the three sensory modalities which comprise our
state of spatial awareness and balance: Visual, Auditory, and
Kinesthetic input. The combination of these sensory modalities creates
the state of balance and awareness which governs our subsequent
actions. If one of the modalities was to be diminished in any way, the
others are available to compensate for the resulting reduction of input.
A good example of this is snowboarding in a whiteout situation where
our kinesthetic awareness or sense of feel would have to take over in
lieu of our impaired vision.

Visual - Eyes provide feedback on balance effects due to relative


position of other objects. (ground, snow, trees)
Auditory - Ears provide information for determining the balance
effects due to surroundings. (wind noise, edge noise)
Kinesthetic - Proprioceptors provide balance feedback from the
various parts of the body. (feet, joints, skin)
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Kinesiology / Biomechanics

The VAK philosophy encompasses components that the instructor


should consider in a lesson. Demonstrations will help students
who learn visually, namely the watcher. Explanations will help
those students who learn auditorally, like the thinker. Performance
or repetition will help those who learn kinesthetically such as the
doer and feeler. The instructor should tailor their lesson
accordingly to optimize the student’s ability to grasp the
information being presented and ultimately enhance their learning
experience.

PROPRIOCEPTORS: Proprioceptors are the nerve endings located in


the muscles, tendons, joints, skin, middle ear, and eyes that provide the
human body with its inborn awareness of position, motion, and feel.
Muscle proprioceptors sense muscle tension. Joint proprioceptors sense
forces acting on our joints. Skin proprioceptors comprise our tactile
sense. The foot has seven proprioceptors, five on the inside of the foot,
and two on the outside. As a result the inside of the foot is more
sensitive and better suited for balancing on as opposed to the outside of
the foot. It is also longer and physically stronger than the outside length
of the foot.

INNER EAR AND EYES: The inner ear or Vestibular System


consists of fluid-filled canals that detect relative movements of the body.
The eyes, in conjunction with the Vestibular System, allow us to stay in
balance. Before our inner ear can function properly, our eyes must be
able to focus on a horizon. Once this is achieved, the liquid in the inner
ear allows us to adjust for balance. If the liquid is in a state of
disruption (spinning quickly, ear infections) achieving balance can be
difficult. Specifically, the inner ear’s semicircular canals detect rotary
changes about any axis of the body through movement of fluid within the
canals. The straighter Utricle canal contains fluid and small ear stones,
called otoliths, which pass over the small hair-like silia to register
linear acceleration but not the actual speed being achieved.
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Kinesiology / Biomechanics

BIOMECHANICS AND CHILDREN: As mentioned in the Physics


section relating to children, the primary difference in children is that
they are physically smaller, hence still developing, and they often need
to compensate biomechanically to achieve many of the movements
adults take for granted. In fact, lack of development, especially
muscular development, often totally precludes children from performing
certain tasks while snowboarding. Without beginning a dissertation on
the growth principles governing the development of children, suffice it
to say that they are different and move differently in accordance with
their current stage of development per the CAP Model. Concepts
dealing with the development of the child as it relates to snowboarding
are well covered in the Appendix entitled Teaching Children and the
aforementioned Supplemental Texts. These sources contain thorough
and detailed information on both their cognitive and biomechanical
development.
SCH Page 75
Equipment

SECTION 4.7 ♦EQUIPMENT♦

Unlike our skiing counterparts who have chosen to meld this topic into
other areas of their exam, Equipment remains a separate entity within
the Professional Knowledge portion of the certification exam. As a
result, any possible question relating to Equipment is more than fair
game for the Examiners should they wish to “grill you at will” in this
area of subject matter. Equipment questions may also be found on the
written portion of the exam. The complete instructor is properly versed
in equipment terminology, composition, suitability, and function.

THE SNOWBOARD: The snowboard is our constant companion on


the mountain. While snowboards come in all shapes and sizes, they do
not all ride alike. The riding characteristics of our snowboards are
determined primarily by the board’s internal composition and its
external characteristics.

SNOWBOARD COMPOSITION: A number of features define the


composition of the snowboard. The major parts of the snowboard and
their composition are:

Deck - The Deck or top of the board as well as the side walls are often
made of plastic or ABS, a durable and scratch resistant plastic that
is strong and easy to silk-screen. Boards are either laminate or
cap design. Laminate boards are constructed in pressed layers
while cap boards possess a capped, side-walled deck for strength
and structural stiffness around an independent inner core.

Core - The Core of the board is usually comprised of either wood or


foam. Foam cores are commonly used because they are easy to
manufacture, are very durable, and are low in cost. Conversely,
the construction of the more expensive laminated wood core board
is more involved and comes in one of two configurations, either a
vertical or horizontal construction. Generally vertical construction
is desirable. The side-by-side vertical arrangement of the wood
strips lengthwise along the longitudinal axis gives the board more
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Equipment

rigidity. The result is a stiffer, more responsive, and higher


performance snowboard.

Base - The Base of a modern snowboard consists of some grade of


polyethylene or p-tex. Polyethylene is a polymer-based plastic
which is highly moldable and yields a slippery surface. The bases
of less expensive boards rely on extruded low grade p-tex with
molecular chains about one million atoms long. Tougher sintered
bases have chains from two to ten million atoms in length and
prove to be very fast and much more durable. A sintered base is
produced by subjecting p-tex powders to extremely high pressure
and slowly elevating the temperature to produce a homogeneous
mixture. This mixture is then allowed to cool before being cut.
The cooled billets are cut into strip-like sheets by a lathe, and the
sheets are then used in forming the final base shape.

Edges - The edges of our snowboards are made from hardened steels.
The preparation of the edge is perhaps its most important feature
and will be discussed shortly under the topic of Tuning.

CAMBER: Camber is the amount of bow in the board when it is lying


flat. Camber controls the pressure distribution along the length of the
board. A relatively flat board is said to have “little camber”. The term
“reverse camber” refers to a snowboard which is bowed and deforms
under loading.

SIDE-CUT: The side-cut is characterized by the hour-glass shape of


the board. The side-cut relates directly to the theoretical turning radius
of the snowboard. In other words, if the board was placed on edge in a
perfect turn, the resulting radius of that turn would be equal to the side-
cut radius of the snowboard. Board design, namely the fact that most
boards are wider at the tip and tail than at the waist and consequently
achieve more relative friction there, allows the board to turn using the
aforementioned concept of Differential Friction.
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Equipment

FLEX: Flex describes the bending characteristics of a snowboard along


its longitudinal length. The flex pattern, determined primarily by the
core composition and construction, is largely responsible for the board’s
performance. Boards that exhibit a large amount of flex are termed
“soft”. Snowboards that are extremely stiff in bending are capable of
delivering higher performance, yet tend to be much less forgiving than
their softer counterparts. These stiffer boards transmit the
snowboarder’s movements to the snow very quickly, without discretion,
and thus require a higher level of skill development to avoid problems.

TORSIONAL RIGIDITY: This term describes the resistance of the


snowboard to twist along its longitudinal axis. For a board to resist the
forces which build up in higher speed turns, it must be torsionally rigid
enough to handle the centripetal forces required to complete the turn
without deforming appreciably under the load.

SNOWBOARD SIZING / TYPE: Among the important parameters to


consider when personally purchasing, recommending, or matching
students to equipment are the Snowboard Sizing and Snowboard
Type.

Snowboard Sizing - Snowboard Sizing is determined by a combination


of the snowboarder’s physical attributes and personal preferences.
In general, the larger the snowboarder, the larger the board. Some
snowboarders will prefer a shorter board for ease of turn. Others
will seek a longer board better suited to making longer, higher
speed turns. Also, depending on the style and level of
performance being sought, length and width dimensions will
change in accordance with the performance requirements of the
snowboard. The desired sizing characteristics of both beginner
and performance boards are included with the description of each
board type below.

Snowboard Types - Although there are many ways to categorize


snowboards, let’s keep it simple.
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Equipment

Beginner Boards - The beginner needs a shorter board with a soft


flex pattern and little camber for easy turn initiation. The board
should have a “kick” on each end to allow the snowboarder to
ride switch, or backwards.

Performance Boards - Performance boards continue to become


even more highly specialized to suit the variety of specific
disciplines now developing within the snowboard industry. As
a result, the characteristics of performance snowboards are best
detailed in sub-categories as listed below.

Freestyle/Half-Pipe Boards - These boards have more flex,


lower camber, a moderate side-cut, and a pronounced nose
and tail kick. These characteristics allow the snowboarder to
perform a variety of tricks and movements by creating an
agile, yet forgiving platform.

Freeride/All-Mountain Boards - These boards are designed


for cruising, powder, and versatility. They usually have a
wider surface area and a moderate kick for versatility in all
conditions. While they can be used in the half-pipe, they will
not perform as well as a freestyle board because of their
stiffer flex pattern and higher amount of camber. These
boards are suited for general, all-mountain use.

Alpine/Race Boards - These boards are usually narrow and


longer, with very stiff flex patterns. These boards are often
high in camber and are easily recognized by their deep,
radical side-cuts. These features are essential to a
snowboarder who wishes to make quick, higher speed turns
and pushes the envelope of speed and performance.

TUNING: Often neglected, tuning is paramount to obtaining and


maintaining the peak performance of a snowboard. Even the beginning
snowboarder can benefit from proper tuning and those “tricks of the
trade” employed by the better technicians. Every instructor is
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Equipment

encouraged to delve into this surprisingly specialized area through


additional study and some dabbling of their own. Believe it or not, there
is a master technician waiting to be born in all of us. Among the
important facets of snowboard tuning are correct Base Repair,
Sharpening, Beveling, Waxing and Structuring.

Base Repair - Most base repair methods include small hot irons that
melt the repair material onto the base of the snowboard. More
effective yet are extruding machines which actually melt the repair
material internally and then bond the molten repair to the base. A
hand-held file, belt sander, or stone grinder is then used to obtain
an even, flat base.

Sharpening - The relative sharpness of the edge is again a matter of


personal preference although general rules do apply. For instance,
dull or burred edges do not hold well on hard pack or ice and will
decrease the snowboard’s ability to carve. However, too sharp an
edge may result in undesired hooking and grabbing of the board.
Additional preparation of the edges, called beveling, reduces this
problem.

Beveling - Beveling refers the fine angular preparation of the edges,


often as little as a one or two degree deviation from square.
Beveling is responsible for refinements in the board’s ease of turn
and its edge grip. The board’s ease of turn and edge grip are not
mutually exclusive. Both can be improved through proper
understanding and execution of the beveling technique. The
technique is comprised of two parts, those being, Base Beveling
and Side Beveling.

Base beveling increases the snowboard’s sliding and gliding


properties and reduces the tendency of the board to grab,
without having to detune the edges. It also makes for a more
progressive edge engagement, similar to rolling onto an edge.
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Equipment

Side beveling is a strong complement to the base bevel. It


improves edge hold without hindering the board’s ease of turn.
Side beveling leaves a pronounced, yet manageable edge.

Waxing - Waxing allows a board to slide over the snow with less
friction. This improves overall speed and allows the snowboarder
to initiate turns with less impedance, thus creating smoother
transitions. Waxes are designed for specific temperature gradients
and are usually distinguished by their color, with the darker colors
corresponding to increasingly lower temperatures. As far as
application goes, the most commonly used waxes are melt-on
types. Racers, however, sometimes use rub-on or spread-on
graphite waxes (carbon) because of their extremely low
coefficients of friction.

The reduction of friction by the applied wax is primarily


accomplished in one of two ways. In colder, harder snow, it is
desirable to use hydrophilic wax which tends to attract water
molecules and create a viscous layer on which the board can ride
across the sharp protruding snow crystals. For softer, warmer
snow, the idea is to break the unwanted suction between the board
and snow using a coarser, hydrophobic wax which tends to repel
water. In general, waxes also reduce the minor friction caused by
the electrostatic attraction, or sharing of electrons, occurring
between the snowboard and the surface of the snow.

Structuring - Structuring of the snowboard base refers to the creation of


a textured pattern on the polyethylene base. The pattern is
oriented longitudinally along the board. By inducing this textured
pattern, the glide potential of the snowboard is increased due to
the effective reduction of surface area (friction) associated with a
nominal flat base. Structuring is a complex skill usually employed
by serious racers. Any subsequent application of wax also
requires structuring with a rilling tool to preserve the original
intent of a structured base.
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Equipment

BINDINGS: Plate Bindings are flat bindings with a bail at the front
and back of the binding. The bails attach to the welt of the boot. They
are used with hard boots and are relatively easy to get in and out of
compared to Buckle Bindings. Buckle Bindings will have two or three
quick release plastic buckles which surround the soft boot in its entirety.
They are often more cumbersome to deal with than the plate binding,
especially in adverse conditions. Buckle bindings are further divided
into High, Mid, or Low Back varieties as a matter of support and
preference. Consistent with technological advances, the snowboard
industry is now replete with newer spring-activated, Step-in Bindings.
As with other types of bindings though, manual release is still required.
Sorry to disappoint you, but it’s safer!

BOOTS: Boots come in either the soft or hard variety, the latter being
somewhat similar to the modern ski boot. In general, the consensus
choice of most freestyle and half-pipe snowboarders is the soft boot
because of its flexibility. Some back country and alpine snowboarders
prefer to wear hard boots because of the support they provide when
making extreme moves on steep, hard ground. An absolute beginner
should use soft boots. They are a more flexible and familiar boot that
won’t instantly transmit those erroneous movements which often plague
the first timer. A rapidly progressing student may consider the hard
boot or many of the soft/hard hybrids which have emerged.

ORTHOTICS: Orthotics are corrective foot beds located inside the


boot. Orthotics are intended to provide support to those of us with
imperfect feet. By creating a snug, comfortable fit the orthotics improve
the transmission of movements to the snowboard. They do not,
however, correct for misalignment of the lower leg or provide the means
for pressuring certain parts of the snowboard. This is accomplished
through the process of Canting.

CANTING: Canting is used to obtain the desired pressure platform


under foot while allowing for the correction of biomechanical
inconsistencies.
SCH Page 82
Equipment

Corrective (Boot) Canting - This type of canting refers to the


adjustment of the upper cuff to achieve proper boot-leg alignment.
The more advanced hard boots have this cuff adjustment to correct
for misalignment, often responsible for pronation or supination.
Further correction may be needed through either grinding of the
boot sole or corrective wedge placement. The idea of any
corrective canting is to obtain an even, uniform pressure platform.

Performance Canting - Once any necessary inconsistencies are


corrected as mentioned above, performance cants or wedges under
the bindings are used to enable the snowboarder to pressure the
center of the board and take advantage of inside foot
proprioceptors for improved balance. These types of cants are
common on race and performance-type boards.

FOOT STANCE: Foot stance is defined as “regular” if the left foot is


forward and “goofy” if the right foot is forward. The width of the
stance, like many aspects of snowboard equipment, is a matter of
preference yet strongly influenced to a degree by the type of
snowboarder. In general, a freestyle snowboarder will want a wide
stance for stability. A racer will want a narrow stance so they can
pressure the center of the board and maintain the arc of the turn.

One problem encountered by the beginning snowboarder is their


inability to determine the proper lead foot. The preferred method
of determining the lead foot is to relate the snowboard stance to
the prescribed footwork dictated by other sports. For example,
pose the question, “Which foot would you lead with in a
cartwheel, while waterskiing, or when sliding into a base?” If the
student is limited in their other athletic endeavors, try the simple
approach. “Stand still, close your eyes, and fall forward.” This
will usually identify the lead foot.

FOOT ANGLES ON THE BOARD: A freestyle snowboarder usually


wants the angle of his bindings to be relatively perpendicular to the
length of the board. This arrangement lends itself to a versatile platform
SCH Page 83
Equipment

from which the snowboarder can easily switch between riding forward
and backward. The snowboard racer will want an aggressive stance, so
that they are facing more downhill and moving their Center of Mass
toward its desired goal. If one had to quantify an aggressive stance,
roughly any angle greater than 45 degrees forward would qualify. Also,
since race boards tend to be much narrower at the waist, the aggressive
stance is necessitated in order to avoid the dreaded “toe drag” which
would occur if the feet were placed across the snowboard.

Incidentally, the forward foot stance angle led to the development


of the asymmetric snowboard. At the time, the school of thought in
snowboard design was that the toe and heel had to reside at the
same point along the edge. Since the toe was ahead of the heel
this required the toe-side edge to be ahead of the heel-side edge,
hence the asymmetric design. With the advent of even narrower
snowboards, the race stances being realized are nearly in-line
with the longitudinal axis of the board. Since the toe and heel are
approaching the in-line stance seen in water skis, the symmetric
snowboard now dominates current designs.

EQUIPMENT AND CHILDREN: If picking the proper equipment


for children is half the battle the other half of the battle is monitoring
them while they are using it. More so than skiing, snowboard
equipment can impede the ability of children to move about freely and
can quickly become their nemesis. Too often, the child is unable to get
him or herself moving or is unable to clear imposing terrain features due
to either apprehension or lack of body weight (momentum). Also,
many find themselves helpless to deal with the complex buckle binding.
The idea put forth here is to anticipate potential problems and be aware
of a child’s abilities and limitations in dealing with this cumbersome
equipment.
SCH Page 84
Movement Patterns / Turn Mechanics

SECTION 4.8♦MOVEMENT PATTERNS / TURN MECHANICS♦

A rider’s Movement Patterns and the associated Turn Mechanics


encompass a breadth of concepts which collectively describe how a
snowboard turn happens by breaking down the turn from start to finish,
highlighting the Movement and Performance Concepts involved, the
blending of these movements, and all the subtle nuances in between.

PHASES OF A TURN: The snowboard turn is divided into three


distinct phases to facilitate the study of the mechanics involved. The
delineation of the three phases will aid in the understanding of the
governing turn mechanics and associated movements.

The Initiation Phase - The Initiation Phase is the phase in which the
snowboarder is setting up to start the new turn. The rotary input of
the former turn has been reduced and the snowboarder begins to
move the body in the direction of the new turn. The Initiation
Phase is marked by the flattening of the board and the
corresponding edge change. At that point, the initial rotary input
is given for the new turn. As mentioned in the Kinesiology /
Biomechanics section, the muscles of the abdominal area are used
and the resulting wind-up or twisted relationship of the upper body
will aid in starting the new turn.

The Shaping (Control) Phase - Once started, the snowboarder


proceeds to shape and control the turn. Control of a turn will
require varying actions each and every time depending on a
number of circumstances including speed, turn radius, and terrain.
In general, control of the turn is governed by the subtle interaction
of the rotary input, pressure distribution, and edge angle. Based on
these inputs, the turn is guided through its intended arc. The
Shaping (Control) Phase is perhaps the longest phase in terms of
elapsed time and distance traveled.

The Finish (Completion) Phase - If connecting turns without a


traverse, the Initiation and Finish Phases are the same. Otherwise,
SCH Page 85
Movement Patterns / Turn Mechanics

the Finish Phase is one which leads to a total reduction of rotation


and results in a traverse or stop.

ROTATION / ROTARY MOVEMENTS: The rotary movements


used to initiate and control rotation in a turn are called Turning Powers.
Turning Powers are the rotary inputs from the body which produce the
turn. They are the result of muscular effort and require the expenditure
of internal energy. Terms such as Counter-Motion and Anticipation
Release are not Turning Powers in the strict sense of the word although
they do reside within the realm of Rotary Movements.

Turning Powers - Turning Powers are grouped into these three major
categories.

Rotation - Rotation is movement around the body’s vertical axis.


Upper body rotation is characterized by a lead of the upper
body and the lower half following or reacting in the same
direction. Through contraction of the abdominal muscle
groups, the torque generated by the upper body is transmitted to
the lower body. Whole body rotation refers to a more
homogenous effort involving the hips as well. In general,
Rotation is the strongest but slowest of the Turning Powers.

Counter-Rotation - For every action there is an equal and


opposite reaction. Therefore, when the body is unweighted,
an upper body movement in one direction will result in a
simultaneous lower body twist in the opposite direction.
Counter-Rotation is a relatively weak move but extremely
quick. Being quicker, it is often used to effect recoveries.

Leg Steering - Leg Steering is the use of the major muscle groups
of the leg (Quadriceps, Hamstrings, Soleus, etc.) to actively
guide the snowboard. Leg Steering is a strong complement to
Rotation.
SCH Page 86
Movement Patterns / Turn Mechanics

Turning Powers should not be confused with Turning Forces


which are external to the body and result from the physical laws
governing the Universe. The major Turning Forces have been
discussed in the Physics section. (Centrifugal Force, Centripetal
Force, Friction, and Gravity)

Counter-Motion - This term describes the general movement of the


upper and lower body in opposing directions, as in flailing your
arms against the current direction of motion in an attempt to
induce a turn, commonly referred to a “Pushing Air”.

Anticipation Release - Anticipation Release is not a Turning Power but


rather a turn enhancer which still requires rotary input. The
term Anticipation best describes the position created when the
upper body and lower body are brought into a twisted relationship
in preparation for turning. It is the release of this stored muscular
energy that facilitates the turn. To reiterate, Anticipation
describes the position obtained in preparation for turning while
Anticipation Release is termed a turn enhancer (not a turning
power) which still requires rotary input.

EDGE ANGLE: Edge Angle adjustments occur in all phases of the


turn and are used to both obtain and maintain an edge. They may be
large gross movements or very subtle in nature. Edge Angle itself is
achieved by creating an inclinated position. Inclination refers to a
deviation from vertical of the body with respect to the snow.
Specifically, this inclinated position can be accomplished by either
Banking or Angulation.

Banking - Banking allows the snowboarder to engage the edge of the


snowboard by aligning their skeletal stack, creating a strong, yet
restricted position from which to effect edging adjustments. While
valuable in certain situations, Banking is generally considered less
of a tool and is usually characterized by a “stiff” look.
SCH Page 87
Movement Patterns / Turn Mechanics

Angulation - Angulation on the other hand refers to flexing or


extending in an offset position or plane. Angulating and
angulation implies bending or extending movements in the feet,
knees, hips, and spine. Angulation in the feet is used to make
subtle edge control and corrective balance maneuvers. Knee
angulation lets the snowboarder keep a flexed and reactive stance
by positioning their Center of Mass in line with the forces
generated during the turn. Hip and spine angulation characterize
an effective edging position in which the body is able to resist the
build-up of forces in the turn. Poor angulation technique is often
exposed in making heel-side turns where chatter and loss of snow
contact result from lack of angulation.

PRESSURE DISTRIBUTION: Pressure Distribution can be thought


of in the three planes, those being fore/aft, lateral, and vertical. These
three distributions are termed Leverage, Side-to-Side (Lateral)
Transfer, and Unweighting respectively.

Leverage: Leverage is the use of fore/aft body position to distribute


pressure over the length of the snowboard in an effort to elicit
certain responses. When levering forward on a flat board, the
associated pressure will overcome friction, and the tip will slowly
seek the fall-line as stated in the Gravity-Friction Principle. If
leverage is applied to an edged tip, the board will tend to deflect
and increase the turning intensity. Similarly, if the body levers
back slightly, a loaded tail will slow the intensity of turning.

Side-to-Side (Lateral) Transfer: Lateral Transfer refers to the shift of


applied pressure across the board from one side to the other. A
lateral weight transfer may or may not result in an edge change.
SCH Page 88
Movement Patterns / Turn Mechanics

Unweighting: Vertical flexion/extension movements allow the


snowboarder to weight and unweight the snowboard.
Unweighting is used as required in a variety of circumstances to
manipulate the pressure the snowboard exerts on the snow. There
are four major types of Unweighting: Up-Unweighting, Down-
Unweighting, Rebound-Unweighting, and Terrain-
Unweighting.

Up-Unweighting - Up-Unweighting is the process of slowing or


stopping an extension. Intensity of the lightness depends upon
the rapidity of the extension and the speed with which
movement is slowed or stopped. The unweighting occurs at the
top of the extension, at the very start of the drop. Up-
Unweighting is simple, easy to learn, lasts relatively long, and
is commonly used to initiate basic turns.

Down-Unweighting - Down-Unweighting is the process of


lowering the Center of Gravity by flexing. The intensity of
unweighting will be determined by how rapidly one relaxes the
leg muscles. The duration of the unweighting will depend on
the amplitude of the flexion. Down-Unweighting can also be
the result of an active muscular leg retraction. The unweighting
happens at the beginning of the flexion and lasts approximately
one sixth of a second. Down-Unweighting is quicker and
maintains snowboard to snow contact making it a good
recovery movement. However, it requires sinking and turning
at the same time, which is a little harder to learn.

The act of maintaining an even pressure application on the snow


while compensating for terrain variations is called Absorption.
Absorption is a down-unweighting tactic which results in an
unweighted state, essentially bringing the center of mass and
feet closer together. Absorption is useful in maintaining control
in challenging terrain and can be accomplished either through
a guided relaxation or more active retraction of the legs.
SCH Page 89
Movement Patterns / Turn Mechanics

Rebound-Unweighting - Rebound-Unweighting can result from


the muscularly regulated unloading of a decambered
snowboard. The rebound can be directed forward by relaxing
the quad and abdominal muscles for a split second. Rebound-
Unweighting is a performance move that can facilitate
crossunder and edge change if done properly.

Terrain-Unweighting - Terrain-Unweighting is caused by making


use of the terrain to create an instantaneous state of
weightlessness. Pronounced changes in terrain such as moguls,
drop-offs, and ridges are effective in producing this type of
unweighting.

In general, pressure distributions vary as a turn develops. The


overall applied pressure is lessened at the beginning of the turn as
the snowboarder releases the edge. Pressure is also changed
laterally when we move to the new edge. As we cross the fall-line
with our snowboard, pressure begins to increase as a function of
centrifugal force. As the turn proceeds, pressure will build up on
the new edge and become greatest toward the bottom of the turn.
There is also a slight change of longitudinal front-to-back
pressure as the snowboarder works through the board. The slight
increase of pressure up front to initiate the turn lends way to
increased pressure toward the tail of the board to in order to finish
the turn.

CROSSUNDER VS CROSSOVER: These two terms describe the


relative movement of the body during the Initiation Phase of the turn,
specifically when the change of edge occurs. If the edge change occurs
as the result of the feet moving under the snowboarder’s Center of Mass
from the outside of one turn to the outside of the next turn, this is
referred to as Crossunder. Conversely, if the snowboarder’s Center of
Mass moves forward and over the snowboard from the inside of one
turn to the inside of the next, a Crossover movement has occurred.
Crossover is commonly seen in combination with angulation of the hip,
knee, and spine to counteract the larger forces generated by higher
SCH Page 90
Movement Patterns / Turn Mechanics

speed turns. Crossunder is geared to shorter radius turns where active


retraction and pronounced knee and foot angulation help to produce
quick, snappy turns while the Center of Mass remains relatively stable.

SKIDDING VS CARVING: In one form or another, a turn is either


skidded, carved, or an alternating mix of the two. Skidding is the
combined result of both sliding in the forward direction and slipping in
the lateral direction. Checking is the action of slowing or stopping a
skid and is therefore useful in controlling speed. Carving describes a
turn in which the tip and the tail pass through the same line of action.
Carving is a more complex combination of movements that the
advancing snowboarder often strives to achieve. Carving allows the
snowboarder to carry their speed through a turn in a more efficient
manner.
SCH Page 91
Movement Analysis

SECTION 4.9 ♦MOVEMENT ANALYSIS♦

Movement Analysis is the first of the three scored sections of the


Teaching portion of the certification exam as well as an essential part of
all snowboarding instruction. Without accurately describing and
evaluating a student’s performance on the snowboard, it is nearly
impossible to develop an effective prescription for improvement. With
a solid technical understanding of the fundamental Movement and
Performance Concepts, the completion of a Movement Analysis will
allow you to develop a “complete picture” of the snowboarder in
question.

New for 2005, the recent publication of the AASI Snowboard


Movement Analysis Handbook has resulted in an evolved, modified
approach to Movement Analysis. The result is a more structured, yet
humanistic approach to analyzing the student, their movements, and
providing a prescription for improvement. As mentioned in the
Orientation section please consult the aforementioned references, the
AASI Snowboard Movement Analysis Handbook and the
PSIA/AASI Children’s Ski and Snowboard Movement Pocket
Guide, for more detailed information and in-depth discussion. In the
meantime here are the basics of the evolved Movement Analysis format.

THE FOUR MAIN STEPS: Movement Analysis can be divided into


four (4) steps:
1. Preparation
2. Observation
3. Evaluation/Diagnosis
4. Intervention

PREPARATION: This step involves bringing together all your


snowboarding knowledge, tools, and experience in Preparation for a
Movement Analysis. This step includes a basic understanding of the
student’s physical and psychological profile, the basics of Student /
Instructor interaction, and an understanding of the Learning Partnership
that must materialize for student learning to ultimately occur. The
SCH Page 92
Movement Analysis

profile of the snowboarder may include their age, physical fitness,


perceived experience, level of comfort (fear/aggression), suitability of
the terrain, type and quality of their equipment, and, if at all possible,
their desired outcomes and goals. Moreover, the Preparation step acts
as a starting point from which to move into formal Observation of the
student.

OBSERVATION: This step involves observing and checking the


student’s level of proficiency while snowboarding. Observation is the
step in which you actively watch your students snowboard in order to
determine the movement patterns they utilize and rely upon to create
turns and move down the mountain. Remember to first allow yourself
to watch your student at length before you formally organize your
thoughts.

Observation should proceed using one of the following self-


descriptive approaches:

1. Core-Out (from the body outward)


2. Board-Up (start with the board and feet and move upward)
3. Top-Down (there’s no place like the noggin to start)

EVALUATION / DIAGNOSIS: The Evaluation begins by describing


any initial observations to yourself. An effective, non-judgmental
evaluation will now focus on the riding, not the rider, and include
information on strengths and weaknesses and how such movements
compare to those required to achieve desired outcomes. Here are some
areas of focus to facilitate your evaluation.

Turn Type - What kind of turn is the student making? Establish


the type of turn, assess the phases, shape, whether skidded or
carved, shorter or longer radius. Address the symmetry of the turn
with respect to both the toe-side and the heel-side. It is possible
and quite common to have different things happening on the toe-
side versus the heel-side. Are the turns linked or do they occur
haphazardly and abruptly? Are the turns directed down the fall-
SCH Page 93
Movement Analysis

line or across the hill? These are all descriptive facets to consider.
A sample turn type analysis could go something like this. “The
student is making linked shorter radius turns in the fall-line which
are slightly more skidded on the heel-side than on the toe-side”.

Turning Powers - Turning Powers are the rotary inputs from the
body which produce the turn. They are the result of muscular
effort and require the expenditure of internal energy. The three
major turning powers are Rotation (whether whole body or upper
body), Counter-Rotation, and Leg Steering. In some cases, the
turn may be initiated with one type of turning power and
completed with another. It is also possible to use a combination of
powers. For example, “The student is initiating the turn with
whole body rotation and is using strong leg steering to complete
the turn”.

Synopsis of Movements - The Synopsis of Movements should


touch on the Movement and Performance Concepts (Rotation,
Flexion/Extension, and then Edge Angle, Torsional Twist,
Pressure Distribution, and Balance) and their range of motion. Are
body position and balance correct? Where is the rotary input
coming from and how is it delivered to the board? The pressure
distribution should be addressed in all three planes. Is the start of
the turn accompanied by a movement forward and an
unweighting? Is there a corresponding lateral weight shift and
reweighting of the board through the shaping phase of the turn?
Note the toe-side and heel-side behavior of each movement. Is the
edging obtained the result of proper angulation techniques (feet?,
knees?, hip?, etc.) or that of a stiff locked-leg position? Address
each movement pattern and highlight the pertinent points. You
may refer to the reference alignment of the center of mass, body,
and limbs with respect to the snowboard. Also, be sure to mention
any major erroneous movement patterns you may observe.
SCH Page 94
Movement Analysis

Cause and effect relationships become paramount during the


Evaluation/Diagnosis step of the Movement Analysis and your ability
to recognize them goes a long way to effectively understanding your
student and developing their true potential as quickly as possible.

INTERVENTION: The Intervention step is where the prudent


instructor combines information and observation into a prescription for
how to best help their student.

The ultimate success of the Intervention step can and often does hinge
on the initial presentation of the observed feedback to the student. The
feedback must be presented in a way that encourages the student to
improve. John Mohan, author of Teaching People Skiing and Boarding,
recommends the CAGE approach, for Compliment, Analyze, Goal, and
Exercise. As you prepare and present the information to your students
or for the Examiner during the Certification Exam you may employ the
CAGE method to deliver the information succinctly.

ARE YOU READY?

Remember The Four Main Steps of Movement Analysis…..

1. Preparation
2. Observation
3. Evaluation/Diagnosis
4. Intervention

In summary, this overall comprehensive approach to conducting a


Movement Analysis is a useful tool whether in a teaching situation or
performing MA for the Examiner. In the case of the Certification Exam,
for your own benefit as well as that of the Examiner and other
candidates, keep it short and simple. Watch the student, gather your
thoughts, and be sure to deliver the information without rambling!
Based on your movement analysis, you will be asked by the Examiner to
take that information and formulate an action plan applicable to that
SCH Page 95
Movement Analysis

student. Remember to draw on your Action Plan Building experiences


and Intervention tools described herein.
SCH Page 96
Action Plan Building

SECTION 4.10 ♦ACTION PLAN BUILDING♦

The second of the three scored areas of the Teaching portion of the
exam relates to Action Plans and Action Plan Building. Action Plans
are the organization and presentation of snowboarding maneuvers in a
connected series or sequence for the purpose of facilitating learning.
Developing adequate and appropriate plans or progressions that meet the
needs of the student is often one of the biggest stumbling blocks
encountered in snowboard instruction. This is a step by step process that
must build on existing movements while being mechanically sound for
progress to be achieved.

BUILDING ACTION PLANS: A sound technical understanding is


necessary to develop logical, applicable action plans that enhance the
learning process for the student. One measure of a good instructor is
how well they can devise plans which are suitable to a given situation.
Building Action Plans pertains to the first few elements of the Teaching
Pattern where the goals are determined and lesson objectives are
planned. Also, a thorough understanding of the remaining components
of the Riding Concepts (“Y” Model, Movement Concepts, Performance
Concepts, etc.) is both essential and beneficial to the development of
logical action plans that enhance the learning process.

THE SEQUENCING CYCLE: The Sequencing Cycle is a technique


promoted by PSIA/AASI for ordering movements into an action plan to
facilitate learning. The goal of sequencing is to foster a logical action
plan of exercises that leads to development of efficient, widely
applicable, and integrated movement patterns. In order to do so, the
action plan moves the student through ordered steps of development,
from the easier to more complex aspects of the movement.

The Sequencing Cycle is represented by six steps:

1. Identify Competencies – Based on a Movement Analysis select


one facet of your student’s snowboarding that you wish to focus
on. This choice could consist of a particular movement, habit, part
SCH Page 97
Action Plan Building

of a turn, or even the elimination of a mental barrier such as fear.


Be sure to choose a topic which is specific enough to target.
Overly broad choices increase the chances of the plan going astray
somewhere along the line and losing its intended focus.

2. Isolate Difficulties - This step requires that the instructor


determine what is actually happening with the student and whether
the action plan will be developmental or corrective in nature.
Begin by looking at the level of student and the movement
mechanics involved. Are the mechanics sound or does something
need correcting? If so, what and to what extent? The answers to
these questions will provide the instructor with a reasonable idea
where the lesson is headed and its desired outcome.

3. Divide Movements into Mechanics - Select exercises to target the


facet chosen. These exercises should address the movement
mechanics, habit, or concern. As instructors, we should feel
confident in our ability to demonstrate and perform these
exercises.

4. Incorporate Variations - From the exercises chosen, think of


ways to tailor each exercise to the student and their needs. For
example, if you are working on a weak heel-side edge by using an
edged traverse, prepare to emphasize proper flexion and
angulation techniques and perform a majority of heel-side moves.
Remember those teaching and learning styles.

5. Organize Movements, Mechanics, and Variations into Plan -


Now that you know what you want to accomplish and what
exercises can accomplish it, you need to place these exercises in a
logical order. Place what you believe are the easiest exercises
first, then those involving more proficiency in ascending order of
difficulty.
SCH Page 98
Action Plan Building

6. Evaluate the Action Plan - The following checklist is useful for


evaluating, refining, and, if necessary, reordering the plan:

a. Is the action plan clear, exact, logical, and appropriate?


b. Does the plan move from simple to complex?
c. Does the plan move from familiar to unfamiliar?
d. Does the plan move from gross to fine movements?
e. Does the plan evolve from stationary to moving?
f. Does the plan provide for adequate practice time?
g. Does the plan stimulate VAK awareness?
SCH Page 99
Teaching Methodology

SECTION 4.11 ♦TEACHING METHODOLOGY♦

In the case of snowboarding instruction the teaching methodology


employed by AASI is the Snowboard Teaching System and the
prescribed process is the Teaching Pattern. AASI instructors are
encouraged to use the S.T.S. and its integral teaching components (the
Teaching Concepts, Teaching Pattern, The Sequencing Cycle, etc.) to
promote and teach proper movements and mechanics.

EMPLOYING S.T.S.: The third section of the Teaching portion of the


exam addresses Teaching Methodology. The Examiner uses this
opportunity to score the candidate’s ability to employ proper teaching
techniques, particularly those advocated by the S.T.S. By utilizing the
S.T.S. methodology and adapting the Teaching Pattern as needed, a
more effective instructor is born. The refinement of this methodology is
characterized by the instructor’s teaching presence, their skilled
presentation of the information (both verbally and visually), and the
manner in which they choose to handle the class. Together, the
combination of Presence, Communication, Demonstrations, and
Class Handling act to characterize and complete the overall teaching
methodology. Within each of these facets, AASI advocates the
adaptation of teaching styles to accommodate the respective student
learning styles and their preferred VAK stimulus.

Presence - The instructor should hold the attention of the group and
deliver the information with conviction. They should also display
their confidence (not arrogance), knowledge, and sensitivity along
the way.

Communication - Communication as it relates to the spoken word


should always be clear, concise, and understandable. As
instructors, the most important facet of verbal communication is
the comprehension level at which we choose to convey the
information. Who are your students? Talk to them in a practical
manner which they can relate to and understand. A majority of the
time simple, clear, and meaningful explanations will suffice. In
SCH Page 100
Teaching Methodology

some cases, you may be faced with a class of budding scientists


and may choose to increase the technical content of your
discussion, as a Staff Trainer may be inclined to do with
instructors. In the presence of children, nonverbal communication
such as body language and genuine concern also become
important and go a long way to building trust and allaying fears.

Demonstrations - The ability to effectively and competently


demonstrate what you have described can not be underestimated.
It is from these visual images that the student will draw their
mental picture of perfection. Key elements of good
demonstrations are speed control, correct fundamental movements
which are properly blended, examples toward and away from the
class, and considerations for the prevailing snow conditions,
among others.

Class Handling - There are a number of things to consider in reference


to class handling. Along with weather and climatic considerations,
the overall safety of your class remains the omnipresent and
overlying concern. Proper positioning of the class and frequent
reminders regarding the Responsibility Code are a must. When
moving the class, do so in a safe and prudent manner which
minimizes the associated risks. The class is your responsibility!

Class arrangement and organization also impacts the learning


process. There are many formations which can be used, each with
different benefits for the student and instructor alike. Some
sample arrangements follow:

1. Line-up - Line formation, good for basic instruction.


2. Semicircle - Improved vision, closer interaction.
3. Circle around Instructor - Easy access to students.
4. Instructor-included Circle - Lowers barriers, creates
equality.
5. Huddle - Creates excitement, less rigid, relieves tension.
SCH Page 101
Teaching Methodology

6. Follow Me - Good for moving the class and reinforcing


patterns.
7. Call Down - Allows Instructor to observe and critique the
class.
8. Free Practice - Students practice and Instructor observes.
9. Micro-teaching - Instructor roams amongst smaller groups.
10. Demonstration - Instructor demonstrates for class.

As mentioned, besides the notion of how best to move and align


the class, weather and climatic concerns need to be addressed.
The weather may dictate a need for increased movement or even
periodic shelter. While the terrain being used should always be
appropriate, it also needs to be assessed relative to conditional
changes which the mountain may experience throughout the day.
For example, sunny days will require the instructor to position the
class accordingly, facing away from the sun. Although simple and
obvious, these considerations are vital to the student’s learning
success.
SCH Page 102
Advanced Action Plans

SECTION 5.0 ♦ADVANCED ACTION PLANS♦

Take the time and place yourself in situations where you are required to
develop and effectively teach advanced snowboarding topics such as
Carving, Bumps, Steeps, Powder, Freestyle, Half-pipe, etc. Some
sample action plans follow which may help spur ideas and foster further
thinking. As mentioned in the clinic dealing with Action Plan Building
the ability to incorporate variations and fine tune plans is paramount to
skilled instruction.

INTRODUCTION TO CARVING:

1. On very flat terrain, statically tip board edge to edge


2. Straight run
3. Straight run tipping board edge to edge
4. Experiment with fore/aft leverage while tipping
5. Develop turn shape through fore/aft leverage

INTRODUCTION TO CARVING:

1. Alternate diagonal sideslips with edge lock traverses


2. Reduce slipping to promote only a carved traverse
3. Fan progression, OK to over-carve turns
4. Mileage

IMPROVING CARVING: (Holistic/Tactical Approach)

1. Carved Single Turn on shallow terrain


2. Assess/emphasize angulation (knees, hip position)
3. Experiment with fore/aft leverage as turn develops
4. Check/Promote proper hand position with respect to terrain
5. Rail grab turns
SCH Page 103
Advanced Action Plans

INTRODUCTION TO STEEPS:

1. Review short turns with speed control on moderate terrain


2. Sideslip to an edge set, hop, repeat (toe-side and heel-side)
3. Hop and turn board in air, skid to an edge set
4. Hop while retracting and actively steer rear leg
5. Decrease amount of hop in effort to maintain snow contact
6. Gradually work toward steeper terrain

INTRODUCTION TO STEEPS: (Holistic/Tactical Approach)

1. Turn shape with earlier edge and pressure


2. Concentrate on anticipation release
3. Make turns in a corridor
4. Funnel turns
5. Quiet hands and upper body
6. Emphasize rear leg steering

IMPROVING STEEPS:

1. Edge set garlands (toe-side and heel-side)


2. Add crossunder movement to garland
3. Quicken pace of crossunder garlands
4. Edge set to a Single Turn w/crossunder
5. Linked turns with active crossunder movement

INTRODUCTION TO BUMPS:

1. Review short skidded turns with speed control on steeper smooth


terrain
2. Skidded diagonal sideslip through bumps
3. Look for turn spots on top of bumps while traversing
4. Garland through moguls
5. Single turn around mogul
6. Link skidded turns in moguls
SCH Page 104
Advanced Action Plans

IMPROVING BUMPS: (Holistic/Tactical Approach)

1. Promote Anticipation in preparation for turning


2. Keep hands forward
3. Active absorption
4. Maintain board to snow contact
5. Move Center of Mass down the hill
6. Emphasize active rear leg steering
7. Promote Extension/Retraction

INTRODUCTION TO SOFT SNOW / POWDER:

1. Straight run in powder allowing board to resurface


2. Straight run with retraction and extension
3. Garlands initiated with retraction, completed with extension
4. Single turn completed with extension move allowing board to
resurface

IMPROVING SOFT SNOW / POWDER:

1. Straight run with flexion and extension


2. Flex (retract) and redirect board
3. Crossunder garlands with active flexion (retraction)
4. Emphasize active flexion and extension to link turns
5. Powder 8 contests pairing comparable students
6. Analyze tracks

INTRODUCTION TO TRICKS: (Tactics for Air)

1. Straight run with hops maintaining centered stance


2. Use flexed stance to land snowboard flat with little or no edge
3. Select/utilize terrain features to create minor air, maintain stance
4. Approach but avoid prepared jumps to assess speed, repeat
5. Once comfortable with approach, use side of ramp for initial
attempts
6. Gain confidence and cautiously attempt a straight run jump
SCH Page 105
Advanced Action Plans

IMPROVING TRICKS: (Functional Air w/Rail-Grab)

1. Straight run w/pumpers on flatter terrain reaching for heel-side


edge
2. Select/utilize terrain features to create minor air, lower stance
3. Simulate heel-side rail-grab over terrain features
4. Use side of ramp for first attempt, increased speed
5. Active extension movement at takeoff to augment hang time
needed for grab
6. Flex knees and retract legs to bring heel-side edge within range

INTRODUCTION TO HALF-PIPE:

1. Review switch riding


2. Hop to switch, return to forward on smoother terrain
3. Switch riding on natural rolls
4. On the toe-side edge, ride up wall of pipe, back down switch
5. Repeat heel-side
6. Link hop turns in the transition
7. Link hop turns mid-wall, above the transition

IMPROVING HALF-PIPE: (Functional Air)

1. Work lower section of pipe, increased speed


2. Link turns higher on wall with board leaving the snow surface
3. Drop in from start of half-pipe
4. Choose “hits” or places to maneuver in advance
5. Repeat same line for confidence
6. Mix switch and forward hits with hop turns

These action plans are merely suggestions from which you may draw
ideas. Employ the tools of S.T.S. to modify and tailor the exercises you
choose to form the specific developmental plans which your students
need. Remember to incorporate those aspects of student behavior which
will maximize their learning potential and overall snowboarding
SCH Page 106
Advanced Action Plans

experience. Above all, remain safe, have fun, and strive to give your
students that added bonus of learning something in the process.
SCH Page 107
Summary & Review

SECTION 6.0 ♦SUMMARY & REVIEW♦

Remember, practice makes perfect, or close to it. You have come this
far, the rest is up to you. Hit the books again, study hard, and make the
most of your remaining time on the snow. Evaluate your strengths and
your respective weaknesses and tailor your studying to develop that
“complete package” that the Examiner wants to see. Think success!

Are you prepared to answer questions similar to those found in the


Appendix of this handbook?

Can you adequately demonstrate and perform the maneuvers


pertaining to your exam?

Level I Level II
Basic Skidded Turns Linked Medium Skidded Turns
Switch Skidded Turns Linked Short Skidded Turns
Skidded Turns Linked Switch Skidded Turns
Basic Air/Freestyle Carving
Situational Riding Park / Pipe Freestyle
Air-to-Switch
Situational Riding
Level III
Linked Dynamic Skidded Turns
Linked Dynamic Carved Turns
Steeps
Functional Air
Park / Pipe Freestyle (Advanced Grabs, Half-pipe, etc.)
Situational Riding

Are you ready to discuss these topics?

Safety
The Snowboard Teaching System
Service, Riding, and Teaching Concepts
Movement and Performance Concepts
SCH Page 108
Summary & Review

Objectives/Mechanics of the Demonstrations


Physics
Kinesiology/Biomechanics
Industry Trends
Equipment
Movement Patterns/Turn Mechanics
Teaching Children/Child Development

Do you understand the elements of?


Movement Analysis
Action Plans (Building Action Plans, Derived/Alternative Plans)
Teaching Methodology

Can you effectively teach?


Action Plans for the Demonstrations
Action Plans from Movement Analysis
Alternative Action Plans
Action Plans for Children
Selected Improvement (Rotation, Flexion/Extension Movements)
Introduction/Improvement of Skidded Turns
Introduction/Improvement of Carved Turns
Introduction/Improvement to Freestyle (Rolls, 360°s, Tricks, etc.)
Action Plans for Situational Riding/Tasks
Introduction/Improvement of Dynamic Turns
Additional Advanced Action Plans (Bumps, Steeps, Powder,
Freestyle, Park/Pipe, Racing, etc.)

GOOD LUCK ♣.....With a strong handle on a majority of these items,


you should have a solid base of knowledge going into the Certification
Exam. There is, however, no substitute for experience, both on the
snow and in front of people. Get out there and teach. Love every
minute of it and remember that only a handful of people are fortunate
enough to have one of the greatest jobs in the world, and you are one of
them!.........
SCH Page 109
Summary & Review

And remember, despite the outcome, Success is defined by the


individual.….

To laugh often and much; to win the respect of intelligent


people and the affection of children; to earn the appreciation of
honest critics; to appreciate beauty, to find the best in others; to
leave the world a bit better; to know one life has breathed
easier because you have lived. This is to have succeeded...

Ralph Waldo Emerson


SCH Page 110
APPENDIX/Teaching Children

APPENDIX A ♦TEACHING CHILDREN♦

The material contained in this Appendix is reprinted from the


PSIA-W Study Guide entitled Teaching Children, 1993.

CHANGING PERCEPTIONS: During the past several years, ski


areas have experienced an increased demand for ski and snowboard
services offered to children. This has initiated the specialty area of
children’s ski and snowboard school with instructors who work
exclusively with children. In recognition of the importance of providing
quality ski and snowboard lessons to all students, PSIA/AASI is
including information related to teaching children into the Certification
Exam format. The written test will include questions on teaching
children and the on-hill portion will include discussions on working
with children as well as adapting teaching situations to children.

The following information from the PSIA manual Child Centered


Teaching provides a quick reference for material directly related to the
children’s ski and snowboard school as well as more general
information on child development.

MARIA MONTESSORI (1870-1952): Maria Montessori devoted her


life to the study of children’s physical, psychological, intellectual, and
spiritual development. The work of Montessori was selected as the
theoretical and philosophical foundations of the Snowboard Teaching
System for children because it focuses on the development of the whole
child. The term “Child-Centered Teaching” was chosen because it
reflects this concept of considering the whole child in the ski and
snowboard teaching methodology. The child is the center of focus and
the lesson is tailored to best suit the abilities and interests of the child.

THE PREPARED ENVIRONMENT: The success of the lesson


depends on the learning environment; it either ensures the success or
dooms the lesson to failure. When working with children, in a high risk
sport such as skiing and snowboarding, the prepared environment is a
necessity, not a luxury. It can be described as any specifically prepared
SCH Page 111
APPENDIX/Teaching Children

environment designed to ensure success when learning new skills. The


environment may include an indoor pre-snow facility, an on slope pre-
snow station and/or skill stations.

Benefits of a well prepared environment include minimal


adult/instructor intervention. The area can facilitate ease of movement
and safety while new skills are being taught and can encourage error
prevention rather than correction.

A terrain garden can be considered a form of a prepared environment.


PSIA guidelines for a terrain garden state “... a controlled practice
environment offering manicured terrain features and skill developing
conditions to help children learn”. A terrain garden can also offer a
visually appealing and exciting environment for the student, such as
adding brightly colored flags, poles to move around, etc.

SKILL STATIONS: The skill station concept allows a child to learn


basic movements at his/her own rate. One skill station model may
include several on-hill snow areas, each with a specific focus. the child
is allowed to progress from one station to the next based on individual
development. Station groups are split according to age and ability to
create more compatible situations. Each station introduces a specific
movement and when the skill is sufficiently learned, the student may
progress to the next skill level. This concept can successfully motivate a
child by helping to set attainable goals and reducing stress and anxiety
in the lesson.

CHILDREN VIEW THE WORLD DIFFERENTLY THAN


ADULTS: Children do not simply possess less knowledge than adults,
they process information differently. How children view the world is
very important to understand so that we can communicate with them on
a level that they can understand. The theory of cognitive development
can offer explanations on what children are capable of at certain stages
of mental development. This can help the instructor better plan his
lesson and set realistic, attainable goals for the student.
SCH Page 112
APPENDIX/Teaching Children

PIAGET’S STAGES OF COGNITIVE DEVELOPMENT: With the


work of Swiss theorist Jean Piaget, we now have a glimpse into the
working of the child’s mind. Piaget spent more than 60 years observing,
studying, researching, and writing about children’s cognitive (mental)
development. Piaget proposed four major stages of cognitive
development that are experienced by children.

The first stage is called the Sensori-Motor Stage, the period from birth
to approximately two years of age. This infant relies on touching,
feeling, seeing, and using her senses to find out about the world. Her
world is her immediate environment and she interacts with it on a motor
level. During this stage, a child learns to differentiate herself from
others and the environment and learns that things and even people
continue to exist when she is not interacting with them.

When a child begins to use language, she enters the Pre-Operational


Stage, the second stage of mental development. This child can now
interact with the world verbally as well as on a motor or physical level.
The child differentiates between thought and action. This is a time of
make-believe play. During the Pre-Operational Stage, which continues
until seven or eight years old, a child reasons and explains events based
on how things look to her. Everything is seen from her point of view; in
fact the child is not aware that others may have a different point of view.

The stage of Concrete Operations occurs from approximately age


seven until adolescence or beyond. It is characterized by the ability to
differentiate appearance from reality. At this stage however, the child
can not yet reason about abstract concepts.

The stage of Formal Operations is marked by the potential for thinking


in terms of concepts and abstractions, rather than relying on concrete or
real objects or events.
The stage of development determines what and how a child learns. As
instructors we should understand the basic principles of children’s
thinking.
SCH Page 113
APPENDIX/Teaching Children

The late Pre-Operational Stage between (four and seven year old)
coincides with the age children may first be exposed to snow
instruction. It is important to understand that stages represent levels of
development, not chronological age. Many five year olds will
demonstrate abilities normally observed in older children; and many
eight, nine, and ten year olds can be seen operating on a level typically
identified with children as young as four or five. Therefore, the best age
to introduce a child to skiing and snowboarding is when he/she is
developmentally ready to handle the experience, both mentally and
physically.

PERCEPTUAL MOTOR SKILL DEVELOPMENT: It is important


to understand the basic motor abilities involved when we are helping a
child learn a physical skill such as this. The development of controlled
movement depends on the sensory input, perceptual and motor systems,
and their integration. The Fundamental Movements are the basis of all
skill development. The majority of children under the age of six have
not developed mature movement skills (running, galloping, hopping,
skipping, sliding, jumping, and so on).

Sensory input refers to the information that comes to a person through


her senses: sight, hearing, taste, smell, and touch. We also receive
information at an unconscious level from the vestibular system
(information from the inner ear about movement and space) and the
proprioceptive system (nerve endings in the muscles, joints, and
tendons). When any of the sense systems or organs are given
information, it is relayed to the brain where it is organized and given
meaning. Information children receive from the senses is lost at a faster
rate than adults (within 1-5 seconds after the stimulus, children lose
50% or more of the information).

Perception refers to the brain’s interpretation of received information.


The sensory modalities are the means by which information is brought
in and processed by the brain. They are channels for information.
When we use the term modality - i.e. kinesthetic modality, visual
modality, and auditory modality, both the sensory input (or reception)
SCH Page 114
APPENDIX/Teaching Children

and the brain’s interpretation are included. The kinesthetic modality is


our primary source of information and movement. All other modalities
relate to the kinesthetic system.

Actions are Motor Responses based on our interpretation of information


received through our senses. The development of motor responses
(physical development) is an orderly and predictable process. Both
growth and function follow a two directional pattern. Before and after
birth, the body gains control of its muscles from the head to the feet.
The nervous system develops from the brain down the longitudinal axis
of the body. The body also gains control from the center out. Relative
to skiing and snowboarding, children will:

1. Control the head before the trunk


2. Control the trunk before the legs
3. Control the arms before the hands and fingers
4. Control the hips before the legs, feet, or toes

Control of the large (gross) muscles of the body occurs before control of
the small (fine) muscles. Therefore, each maneuver must be well
learned before refinement begins.

The connection between the nervous system and muscular system


evolves. As a child develops, he may experience a large growth spurt in
a relatively short period of time. Muscle and bone growth may exceed
nerve development, in that nerve growth occurs at a slower rate. The
child may experience a lack of coordination until the nervous systems
can catch up to the muscle and bone growth.

Efficiency in movement depends on the development of many abilities:


spatial orientation, body image, balance, laterality, and directionality.

COMMUNICATION: As instructors, our communication skills are a


critical factor in effective teaching. A skillful communicator listens
carefully and talks with children on their level. Though verbal
communication is important, it is not as important as nonverbal
SCH Page 115
APPENDIX/Teaching Children

communication (or body language) to children. Observing our body


language, children receive thousands of nonverbal messages. By
watching and listening, they can sense how we really feel about them.
The instructor must also be aware of the child’s body language. This
will help give feedback on the lesson and determine if the child is
comfortable in the teaching environment. Other guidelines to follow
when working with children include giving verbal explanations with the
demonstrations, using an effective tone of voice (the child could sense a
hostile attitude even if the instructor’s actions do not appear negative),
treating the child with respect and concern and accepting the child as he
or she is. Children are very sensitive to the world around them. It is
important for the instructor to provide an environment that will enhance
a positive learning experience.
SCH Page 116
APPENDIX/Study Questions

APPENDIX B ♦STUDY QUESTIONS♦

These Study Questions are provided for the purpose of reviewing and
reinforcing the material presented and promoting additional study on
certain topics. Don’t be surprised to find some advanced questions
which are geared toward stimulating deeper, extended thinking in
certain areas. We’ll start with something simple.

Are you aware of all exam dates and deadlines? Remember the website.

Level I – TEACHING

1. What are the Three Core Values of AASI?

2. Recite the Snowboarder’s Responsibility Code.

3. What constitutes a safety check for a beginner class?

4. Why learn everyone’s name in a snowboard lesson?

5. What is the correct way to position an unattached snowboard on the


hill to prevent it from sliding away?

6. What is the S.T.S. and describe its guiding philosophies?

7. Describe the Service Concepts.

8. List the components of the Riding and Teaching Concepts.

9. How many Rider Levels are there according to the S.T.S.?

10. What does student-centered teaching mean?

11. Describe the Movement and Performance Concepts.


SCH Page 117
APPENDIX/Study Questions

12. What is the purpose of the “Y” Model?

13. What is T.I.D?

14. How does an instructor check for understanding?

15. Which are more effective; wordy explanations or demonstrations?

16. Describe a couple of key points an instructor would use in


summarization.

17. List five teaching styles.

18. What teaching style would be most effective with a group of


beginners?

19. What types of learners are there?

20. What is the difference between Task and Command style teaching?

21. List two common mistakes made at S.T.S. Rider Levels 1 - 3.


Name two exercises that might help remedy these mistakes.

22. True or False. A good snowboard instructor will use a variety of


exercises depending on the level of student.

23. True or False. All snowboard lessons should begin with a fast run
down a steep slope.

24. True or False. Having fun in a lesson is important in learning.

25. True or False. Exercises should help a student achieve their goals.

26. True or False. A student who learns best by thinking relies


primarily on kinesthetic sense.
SCH Page 118
APPENDIX/Study Questions

27. How does an instructor help students who may be fearful in a first
time lesson?

28. What are two types of motivation?

29. Explain the CAP Model.

30. Define fall-line.

31. Define traverse.

32. Name two occasions when a snowboarder would have the rear foot
unsecured.

33. Describe the basic steps of a Movement Analysis.

34. Define VAK.

35. True or False. Children learn best with lengthy and detailed
instructions.

36. Adult or Child. Can follow one or two directions at a time.

37. Adult or Child. Can generally reverse directional instructions.

38. Adult or Child. Acts first and deals with results later.

39. Adult or Child. Tends to have a heavy emphasis on winning.

40. Adult or Child. Easily follows rules.

41. Adult or Child. Seems interested in the outcome.

42. Adult or Child. Seems only interested in the process.


SCH Page 119
APPENDIX/Study Questions

43. True or False. Instilling a good image of the task is critical to the
teaching/learning process.

44. What are the best conditions in which to learn to snowboard?

45. What are the benefits of Skill Stations?

46. List exercises that enhance edge angle control at a beginner level.

47. List five characteristics that students like in instructors.

48. When do you feel that you have given a good lesson?

49. Besides helping someone snowboard better, what other roles do we


have as instructors?

50. How do you know when your students are ready to use the
beginning chairlifts?

Level II – TEACHING

51. List four things that you would teach in a lesson on a very cold day.

52. List some of the symptoms of fear and methods to deal with a
fearful student in a group lesson.

53. What are some considerations we must evaluate when determining


goals for a group of students?

54. What considerations should be made when designing practice


periods for our students?

55. True or False. Moving to new terrain can be a part of an action


plan.

56. Relate the parts of the Teaching Concepts to your last lesson.
SCH Page 120
APPENDIX/Study Questions

57. What is an example of experiential teaching?

58. What is enough practice time when learning a given movement?

59. Peer evaluation is an example of the ________________ teaching


style.

60. A summary at the end of the lesson serves what function?

61. What is the difference between an Action Plan and an exercise?

62. Feedback is most effective when given __________. Why?

63. True or False. Too much verbal information is common cause of


lesson failure among children.

64. Why is immediate feedback important?

65. How can an instructor facilitate correct repetition with his or her
students?

66. What do the students’ goals have to do with lesson planning?

67. True or False. Experiential teaching relies heavily on instructor


explanations.

68. True or False. Outcome-based teaching is determined in part by


instructor behavior.

69. True or False. People tend to teach in the same way they learn or
were taught.

70. True or False. Intrinsic feedback in a learning situation may be


provided by the instructor.
SCH Page 121
APPENDIX/Study Questions

71. List the elements of the Teaching Pattern. Provide two points
regarding the instructor’s role in each element.

72. True or False. Introducing a movement statically before trying it


while moving can be part of an action plan.

73. True or False. Communication is an element of your Teaching


Methodology.

74. True or False. Class Handling is important to the learning success


of the student.

Level III – TEACHING

75. What is Teaching for Transfer?

76. How would you teach a student who does not speak your language
or is hearing impaired?

77. How can you use speed, terrain, snow conditions and pacing to help
students develop linked carved turns?

78. How does a linked carved turn feel different from a linked skidded
turn? How would you teach this based on the feelings in your feet?

79. List five characteristics of effective demonstrations.

80. List the things you consider when selecting terrain for your
students.

81. What are the components of an effective lesson summarization?

82. List three safety issues that you would include in a lesson on a deep
powder day.
SCH Page 122
APPENDIX/Study Questions

83. Describe how you would alter a lesson plan to suit the needs of
children ages six to twelve versus that of adults.

84. What is the difference between guided discovery and problem


solving?

85. Describe the two types of motivation.

86. Describe how you use VAK in your teaching.

87. Developmental and Corrective describe two types of __________


used in snowboard instruction.

88. What is The Sequencing Cycle?

89. What are the steps of The Sequencing Cycle?

90. List three advantages of using a task-oriented teaching style.

91. List the five basic components of learning.

92. Describe how childrens’ motor skills develop.

93. Fill in the appropriate ages for each of the following stages of child
development.

Sensori-motor __________
Pre-Operational __________
Concrete Operational __________
Formal Operational __________

94. Describe how you would alter a beginning lesson when working
with children under 6 years old.

95. The choice of movement and class control options available to the
instructor relates to different types of _____________.
SCH Page 123
APPENDIX/Study Questions

96. List Maslow’s Hierarchy of Needs.

97. Describe three different ways to check for students’ understanding.

98. True or False. Producing student dependency on the instructor is a


main goal of the Snowboard Teaching System.

99. State a developmental action plan for Bumps.

100. State a developmental action plan for Improving Carving.

101. State a developmental action plan for teaching half-pipe maneuvers.

Level I – PROFESSIONAL KNOWLEDGE

102. List the Fundamental Movement Concepts in learning to


snowboard.

103. True or False. A fairly low stance improves muscular and skeletal
efficiency.

104. What force holds the snowboarder to the mountain?

105. What forces act against gravity’s pull in a straight run?

106. State the Gravity-Friction Principle.

107. What force causes higher speeds to occur on steeper terrain?

108. List the phases of a turn.

109. True or False. The balance point describes the point in the body
where the body’s mass is roughly considered to reside.

110. What is the center of mass?


SCH Page 124
APPENDIX/Study Questions

111. Name two types of friction affecting the snowboarder.

112. What are the three Turning Powers?

113. ______________ describes movement about a vertical axis.

114. A professional basketball player over 7 feet tall with very large feet
asks you what board he should learn on. What is your
recommendation?

115. A woman less than five feet tall with small feet asks you what board
she should learn on. What is your recommendation?

116. Describe the flex pattern of an average rental board.

117. Describe your snowboard and why you like it.

118. Describe your boots and why you ride in them.

119. Adult or Child. They possess a short attention span.

120. Adult or Child. Head is smaller in proportion to the body.

121. Adult or Child. Egocentric or self-centered.

122. Adult or Child. Less competitive.

123. Adult or Child. Muscles are well developed.

Level II – PROFESSIONAL KNOWLEDGE

124. Describe specifics of the Movement Concepts for Rider Levels 1-4?

125. True or False. The purpose of camber in a snowboard is to


distribute pressure over the length of the snowboard.
SCH Page 125
APPENDIX/Study Questions

126. True or False. The center of mass is roughly centered around the
shoulders.

127. True or False. Rotation of the snowboard is always greatest at the


initiation phase.

128. True or False. The pressure on the snowboard is greatest at the


Initiation Phase.

129. Explain the Gravity-Friction Principle.

130. Define equilibrium.

131. True or False. Equilibrium can be controlled by the rider’s thought


process.

132. True or False. The soles of the feet are valuable in balance.

133. True or False. Checking describes the action of slowing or stopping


of a skid.

134. True or False. Asymmetrical snowboards have offset toe and heel
edges. Explain.

135. True or False. Centripetal force involves edge angle and the push of
the snow against the base of the snowboard to maintain turning.

136. Describe Counter-Rotation.

137. Describe the differences between Rotation and Counter-Rotation.

138. The imaginary line that follows the greatest angle of the slope is
called _______________.

139. Pressure Distribution from the front to back of the snowboard is


called ____________.
SCH Page 126
APPENDIX/Study Questions

140. Turning the snowboard with minimal lateral slippage is called


____________.

141. Name the phase of the turn when the edge change occurs.

142. True or False. Anticipation is a movement in preparation for


turning.

143. List three reasons snowboarders use flexion and extension


movements.

144. The hip joint is, A) a hinge joint, B) a compound hinge joint, or C) a
ball and socket joint.

145. _______________ connect bone to bone.

146. _______________ connect muscle to bone.

147. Why is there less fatigue in a taller position than in a lowered body
position?

148. What is a bevel?

149. What stance angles do you prefer? Why?

150. Describe the perfect boot fit.

151. What is side-cut?

Level III – PROFESSIONAL KNOWLEDGE

152. True or False. Velocity is a type of acceleration.

153. True or False. Wax helps the snowboard to slide by creating a layer
of water beneath the base.
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APPENDIX/Study Questions

154. True or False. Harder wax is best in wet spring snow conditions.

155. True or False. If a long turn is made shorter while maintaining the
same velocity then centrifugal force is increased.

156. True or False. The knee joint has four primary ligaments.

157. True or False. The knee can rotate. Explain your answer.

158. Lactic acid creates which of the following, A) hunger, B) fatigue, C)


dehydration, or D) irritability?

159. Describe the two primary functions of cartilage.

160. Why structure or rill the base of a snowboard?

161. Mass times velocity is the equation for _______________.

162. Name the three Cardinal Planes of the body.

163. _______________ describes the connective tissue that has the


ability to contract and move bones.

164. How do muscles work?

165. True or False. An Isometric Contraction involves a change of


muscle length.

166. Where in the body is the meniscus found?

167. What is synovial fluid?

168. What causes bone spurs?

169. Describe the function of the ankle joint.


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170. Name the four planes of motion of the ankle joint.

171. Which muscles are found on the front of the thigh?

172. Which muscles are found on the back of the thigh?

173. Name the three muscle groups found in the trunk.

174. What fuel do the muscles use in anaerobic activity? A) blood sugar,
B) free-fatty acids, C) carbohydrates, or D) glycogen.

175. The hip joint is a _______________ joint.

176. Name two types of base material used on snowboards.

177. What are the differences between the two materials?

178. List two types of beveling.

179. What is the purpose of these two types of beveling?

180. What are toe and heel lifts used for?

181. What parts of your board are made of metal? Why?

182. Explain canting.

183. Who needs cants?

184. What is your stance width? Why have you chosen it?

185. What type of rider and what kind of snow would suit a torsionally
rigid snowboard?

186. Why is the tip of a snowboard wider than the waist?


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187. List three reasons for riding a longer snowboard.

188. List three reasons for riding a shorter snowboard.

189. Define inertia.

190. Angular momentum is, A) a force present in a straight run, B) a


measure of speed and direction, C) a measure of inertia in a turn, or
D) a force which works towards the center of an object in a turn.

191. Diagram a turn and show the forces affecting a rider.

Level I – RIDING

192. Can you list the mechanics of each of the Demonstrations?

193. True or False. All the various riding disciplines within the “Y”
Model are the same in their mechanics. If you can do one you can
do them all.

194. True or False. A snowboard can carve a traverse in a perfectly


straight line.

195. Explain the signs used for trail/slope markers.

196. What is the primary function of flexing and extending movements


of the hips, knees, and ankles?

197. Which of the following is not a phase of a turn, A) Shaping, B)


Crossover, C) Finish, or D) Initiation?

198. Is Torsional Twist a Movement or Performance Concept? Explain.

199. True or False. Flexion and Extension movements can aid in an edge
change.
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200. True or False. In a falling leaf maneuver fore/aft pressure can


regulate the resulting direction.

201. List three self-propelling movements.

202. True or False. The goal for the S.T.S. Rider Level 1 student is a
straight glide with one directional change.

203. Briefly describe skidded versus carved turns.

204. The change of pressure from fore to aft on the snowboard is called
_______________.

205. A slipping motion straight down the fall-line is called


_______________.

206. Name three exercises that modify edge angle with the rear foot
unattached.

207. Name three exercises that work on balance with the rear foot
unattached.

208. True or False. Too much edge can make maintaining balance
difficult.

209. Which Movement and Performance Concepts are used in a


sidestep?

210. Does pressure distribution only change fore to aft on the board?

211. What do you do when your students’ binding straps are too big?

Level II – RIDING

212. Can you list the mechanics of each of the Demonstrations?


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213. How does the line that the body takes (offset) vary from the line of
the snowboard in reference to short, medium, and long radius turns?

214. True or False. Angulation improves a rider’s balance. Explain.

215. True or False. Pressure Distribution can change by raising and


lowering the center of mass.

216. True or False. Active rotation of the snowboard is best


accomplished with arm and shoulder movements.

217. Which of the following are elements in mogul riding, A) unweighting,


B) speed control, C) tactics, or D) all of the preceding.

218. A slight rising or extension of the legs at the beginning of the turn is
referred to as __________.

219. How can you teach speed control at S.T.S. Rider Level 4?

220. True or False. An edge release can be the result of the center of
mass moving towards the new turn.

221. Deflection describes the action of which of the following, A)


steering the feet, B) flattening the snowboard, or C) snowboard
being redirected by the snow.

222. Absorption can involve which of the following A) active retraction


of the legs, B) up-unweighting, C) equalizing the pressure applied to
the snowboard, or D) all of the preceding.

223. In more advanced riding, enhanced rotary movements can refer to,
A) counter-rotation, B) leg steering, C) whole body rotation, or D)
all of the preceding.

224. What types of movements are required to keep the body in


equilibrium?
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225. True or False. There may be crossover in a basic skidded turn.

226. Why do we skid the snowboard?

227. When is anticipation used?

228. List one advantage and one disadvantage of using whole body
rotation.

229. List one advantage and one disadvantage of using counter-rotation.

230. Which happens first in a turn, centripetal or centrifugal force?

Level III – RIDING

231. Can you list the mechanics of each of the Demonstrations?

232. What movements found in the falling leaf maneuver are also found
in linked carved turns?

233. List and describe three exercises which produce pressure distribution
changes.

234. Which is the preferred turning power in bumps, A) rotation, B)


counter-rotation, C) lower leg steering, or D) both B and C.

235. _______________ describes any movement resulting in an increase


of joint angle.

236. _______________ describes the movement of the body’s center of


mass forward and over the board from the inside of one turn to the
inside of the next.

237. _______________ describes the movement of the feet and


snowboard under the Center of Mass from the outside of one turn to
the outside of the next.
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238. _______________ describes the composite result of the snowboard


sliding forward and slipping sideways.

239. Describe a good angulated position on the toe-side?

240. Describe a good angulated position on the heel-side?

241. What benefit does rotation serve for the advanced rider?

242. What are three common problems riders have in moguls?

243. Pressure Distribution relates to which planes of motion?

244. What do linked skidded turns and linked carved turns have in
common?

245. How does one accomplish each type of unweighting?

246. Describe how the mechanics of freestyle snowboarding relate to and


differ from those of freeriding and alpine riding.
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APPENDIX C ♦NOTES♦
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