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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
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.
The pages that follow provide important exam guidelines, all of which
are crucial to timely, complete and proper preparation for the exam.
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
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.
Level I
Level II
Level III
Level I
Level II
Level III
If the instructor does not pass the Level III exam then they will
maintain a Level II certified membership status.
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.
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
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.
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
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.
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
LEVEL I RIDING
Skidded Turns
Freestyle
Situational Riding
LEVEL I TEACHING
Equipment
Basic Physics
Basic Kinesiology/Biomechanics
LEVEL II RIDING
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.
Carving
Air -to-Switch
Situational Riding
LEVEL II TEACHING
Equipment
Physics
Kinesiology/Biomechanics
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.
Steeps
Functional Air
Situational Riding
Equipment
Physics
Kinesiology/Biomechanics
6. Signs - Everyone must observe all trail signs. “Slow Area” signs
need to receive particular reinforcement from instructors.
SCH Page 35
Safety
With all that having been addressed, let’s get on with the training!
SCH Page 37
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.
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.
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.
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
LEARNING PARTNERSHIP
/ \
TEACHING PATHWAYS LEARNING PATHWAYS
/ \
Instructor Behavior Student Behavior
4x. Practice - Set and guide initial practice and give immediate
feedback. Try to reinforce success and correct errors.
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.
SCH Page 48
Movement and Performance Concepts
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.
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.
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
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
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
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.
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.
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.
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
Sideslipping Leapers
Traverses Ollies/Hops
Garlands Carving
Basic Half-pipe Air-to-Switch
Grounded 360°s Linked Switch Turns
SCH Page 58
Required Riding
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
The First Law of Motion - A body in motion will continue along its
path unless acted on by another force.
The Third Law of Motion - For every action there is an equal and
opposite reaction.
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.
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.
SCH Page 66
Kinesiology / Biomechanics
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.
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.
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.
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.
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
SCH Page 71
Kinesiology / Biomechanics
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Turning Powers - Turning Powers are grouped into these three major
categories.
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
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”.
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.
1. Preparation
2. Observation
3. Evaluation/Diagnosis
4. Intervention
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.
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.
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:
INTRODUCTION TO CARVING:
INTRODUCTION TO STEEPS:
IMPROVING STEEPS:
INTRODUCTION TO BUMPS:
INTRODUCTION TO HALF-PIPE:
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
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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.
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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!
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
Safety
The Snowboard Teaching System
Service, Riding, and Teaching Concepts
Movement and Performance Concepts
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Summary & Review
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.
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.
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.
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
20. What is the difference between Task and Command style teaching?
23. True or False. All snowboard lessons should begin with a fast run
down a steep slope.
25. True or False. Exercises should help a student achieve their goals.
27. How does an instructor help students who may be fearful in a first
time lesson?
32. Name two occasions when a snowboarder would have the rear foot
unsecured.
35. True or False. Children learn best with lengthy and detailed
instructions.
38. Adult or Child. Acts first and deals with results later.
43. True or False. Instilling a good image of the task is critical to the
teaching/learning process.
46. List exercises that enhance edge angle control at a beginner level.
48. When do you feel that you have given a good lesson?
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.
56. Relate the parts of the Teaching Concepts to your last lesson.
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APPENDIX/Study Questions
65. How can an instructor facilitate correct repetition with his or her
students?
69. True or False. People tend to teach in the same way they learn or
were taught.
71. List the elements of the Teaching Pattern. Provide two points
regarding the instructor’s role in each element.
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?
80. List the things you consider when selecting terrain for your
students.
82. List three safety issues that you would include in a lesson on a deep
powder day.
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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.
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 _____________.
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APPENDIX/Study Questions
103. True or False. A fairly low stance improves muscular and skeletal
efficiency.
109. True or False. The balance point describes the point in the body
where the body’s mass is roughly considered to reside.
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?
124. Describe specifics of the Movement Concepts for Rider Levels 1-4?
126. True or False. The center of mass is roughly centered around the
shoulders.
132. True or False. The soles of the feet are valuable in balance.
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.
138. The imaginary line that follows the greatest angle of the slope is
called _______________.
141. Name the phase of the turn when the edge change occurs.
144. The hip joint is, A) a hinge joint, B) a compound hinge joint, or C) a
ball and socket joint.
147. Why is there less fatigue in a taller position than in a lowered body
position?
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.
174. What fuel do the muscles use in anaerobic activity? A) blood sugar,
B) free-fatty acids, C) carbohydrates, or D) glycogen.
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?
Level I – RIDING
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.
199. True or False. Flexion and Extension movements can aid in an edge
change.
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APPENDIX/Study Questions
202. True or False. The goal for the S.T.S. Rider Level 1 student is a
straight glide with one directional change.
204. The change of pressure from fore to aft on the snowboard 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.
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
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?
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.
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.
228. List one advantage and one disadvantage of using whole body
rotation.
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.
241. What benefit does rotation serve for the advanced rider?
244. What do linked skidded turns and linked carved turns have in
common?
APPENDIX C ♦NOTES♦
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APPENDIX/Notes
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APPENDIX/Notes
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APPENDIX/Notes
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APPENDIX/Notes
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